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All Journal Potensia Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan EDUHUMANIORA: Jurnal Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar INTEGRITAS : Jurnal Pengabdian IBTIDA : Jurnal Kajian Pendidikan Dasar Jurnal bahasa, sastra, seni, dan pengajarannya Chatra: Jurnal Pendidikan dan Pengajaran Jurnal VARIDIKA Jurnal bahasa, sastra, seni, dan pengajarannya
Muhammad Feri
Universitas Nahdlatul Ulama Indonesia
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Augmented Reality (AR) media-aided literature learning tool for elementary school students Apriliya, Seni; Nuraeni, Weni; Nurjanah, Yeyen; Feri, Muhammad
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 1
Publisher : citeus

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Abstract

Learning devices need to be designed according to the characteristics of the material and be innovative. The results of the field study show that learning the subject of Indonesian fairy tale messages in elementary schools has not been fully implemented using such media, teaching materials, and assessment tools. Referring to this, this study aims to develop a literary learning device assisted by Augmented Reality (AR) media. This development research refers to the design-based research (DBR) development model from Amiel and Reeves (2008). The subjects of this development research trial were twenty students and a third-grade elementary school teacher. Data collection techniques used are semi-structured interviews, observation, and documentation. Data analysis is done by reducing, and presenting, until finding the interpretation of the data. The results of the study in the form of learning device products consisting of learning media, teaching materials, and assessment instruments showed that the Augmented Reality media-assisted literary learning device was validated as very feasible (85percent) with a high level of practicality category (93percent). The implication is that this product can be used in learning literature in elementary schools as an innovative alternative learning tool.
Implementing Deep Learning Approaches in Primary Education: A Literature Review Muhammad Feri; Nur Ismiati; Widya Rahmawati Al-Nur; Farah Nabila Akbar
Jurnal VARIDIKA Volume 37 No 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i2.12151

Abstract

Deep learning in education has often been associated with technology and artificial intelligence, while its pedagogical meaning remains underexplored, particularly in the context of primary education. Although joyful, meaningful, and mindful learning strategies are widely practiced, there is still a lack of systematic reviews that integrate these approaches into a coherent framework of deep learning in the Indonesian context. This gap highlights the need to examine how deep learning can be adapted to foster holistic student development. This study explores the application of deep learning approaches in primary education through a literature review. Utilizing the PRISMA framework, relevant national and international publications from 2014 to 2024 were reviewed and analyzed. The results indicate that while the term deep learning is often linked to technology, its pedagogical dimensions are still underutilized in classrooms. Key obstacles to implementation include limited teacher training, rigid curricula, inadequate facilities, and resistance to change in educational mindsets. Despite these challenges, deep learning offers significant potential to cultivate critical thinking, empathy, collaboration, and lifelong learning in students. The findings are expected to benefit educators, policymakers, and curriculum developers by providing insights into how deep learning approaches can be aligned with student needs and future educational demands. This review also serves as a reference for researchers to design contextually relevant models of deep learning in Indonesian primary schools
Co-Authors Andi Prastowo Apriliya, Seni Eddy, Eddy Haryanto Farah Nabila Akbar Mohamad Agung Rokhimawan Naila Husna Nur Ismiati Nuraeni, Weni Nurjanah, Yeyen Sutrisno Sutrisno SYAHRIAL SYAHRIAL Weni Nuraeni Widya Rahmawati Al-Nur Yeyen Nurjanah