Article Per Year (5 Year)
p-Index From 2021 - 2026
1.713
P-Index
This Author published in this journals
All Journal Jurnal Lingkar Mutu Pendidikan Jurnal Ilmiah Multidisiplin Ilmu Journal of Organizational and Human Resource Development Strategies Jurnal Lingkar Mutu Pendidikan Jurnal Ilmu Administrasi dan Kebijakan Publik Jurnal Imiah Media dan Teknologi Pembelajaran Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Curricula: Journal of Curriculum Development Jurnal Pendidikan Profesi Guru
Deny Hadi Siswanto
SMA Muhammadiyah Mlati
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Deep Learning in Secondary Mathematics Education: Fostering Productive Struggle and Epistemic Autonomy Amid Structural Constraints Handika Suryatama; Surya Adi Saputra; Tarso; Deny Hadi Siswanto
Jurnal Pendidikan Profesi Guru Vol. 1 No. 2 (2026): Edisi: Januari-Maret
Publisher : Pustaka Bangsa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative case study investigates the implementation of the Deep Learning approach in mathematics instruction at SMA Muhammadiyah Mlati. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis of lesson plans, student portfolios, and reflective journals. Thematic analysis revealed that contextual, real-world learning significantly enhanced student engagement and long-term conceptual understanding. Teachers shifted their roles from knowledge transmitters to cognitive facilitators by applying higher-order thinking skills (HOTS) scaffolding to support productive struggle. Heterogeneous grouping based on social constructivism strengthened students’ collaboration and mathematical communication. In addition, portfolio-based authentic assessment emphasized analytical thinking rather than computational speed. Despite these benefits, implementation faced challenges due to rigid curriculum schedules and differences in students’ prior knowledge, which often increased cognitive load. Therefore, institutional support through flexible scheduling and prerequisite bridging programs is recommended to sustain the effectiveness of Deep Learning implementation in mathematics education.
Co-Authors Akhmad Hanama Aldo Setiawan Arga Bagus Pratama Dyah Aan Firman Syah Devailin Nanda Dwi Shabila Hamdani Fajar Apriwulan Handika Suryatama Helena Anggraeni Putri M.M. Endang Susetyawati Nur Janah Raden Nurcahyo Yogyanto Rohmanur Mala Siti Atwano Pisriwati Siti Atwano Pisriwati Surya Adi Saputra Tarso Tarso Tarso Wuri Astiwi Yuwono Hardi