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Journal : Electronic Journal of Education, Social Economics and Technology

Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research Feriyanto, F; Anjariyah, Deka
Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v5i2.321

Abstract

In modern education, fostering effective learning strategies is essential to improve educational outcomes. This study explores the integration of Meaningful Learning, Mindful Learning, and Joyful Learning within the Deep Learning approach, aiming to enhance student engagement and comprehension. Meaningful Learning connects new knowledge with prior understanding, Mindful Learning emphasizes full attention and reflection, and Joyful Learning creates an enjoyable and motivating environment. Using a library research method, this study analyzed data from journal articles, books, and prior studies published between 2000 and 2024 to examine how these approaches support Deep Learning implementation. Results indicate that Meaningful Learning facilitates critical thinking and problem-solving skills through project-based and gamified educational methods. Mindful Learning enhances cognitive abilities, focus, and academic performance using techniques such as mindfulness training and AI-assisted personalization. Joyful Learning fosters emotional engagement and retention through arts integration, game-based activities, and scaffolded learning. Together, these approaches improve conceptual understanding, creativity, and motivation. The study concludes that integrating these three approaches within Deep Learning provides a holistic framework for enhancing educational quality. Future research should investigate the application of this framework across diverse educational settings, including technology-driven and distance learning environments, to maximize its effectiveness.
Mathematics Is Scary: Efforts To Improve Junior High School Students' Perceptions of Mathematics Lessons Through Mathematics Games Anjariyah, Deka; Feriyanto, F; Mursalin, M; Perbowo, Krisna Satrio
Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v5i2.317

Abstract

Mathematics is often perceived as a challenging and intimidating subject, especially at the junior high school level. This study aims to examine the impact of mathematical games on improving students' perceptions of mathematics. A pre-experimental design with a one-group pretest-posttest was utilized, involving 121 junior high school students aged 13–14 years. Students' perceptions were measured using a validated questionnaire before and after the intervention, and the data were analyzed using a paired sample t-test. Results revealed a significant increase in students' perceptions, as indicated by a p-value of 0.00116593×10−33, which p-value is smaller than the threshold of 0.05. The findings confirm that mathematical games effectively shift students' perceptions of mathematics from negative to positive. This research underscores the importance of innovative teaching methods, such as game-based learning, in creating engaging and supportive learning environments that foster positive attitudes toward mathematics.