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p-Index From 2021 - 2026
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All Journal Khidmatussifa: Journal of Islamic Studies
Hastuti, Rochmi
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Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Beyond Memorization: Pendekatan Deep Learning untuk Literasi dan Numerasi di Pendidikan Anak Usia Dini Hastuti, Rochmi; Vemmi Kesuma Dewi, Raden Roro; Rahmianti, Siti
Khidmatussifa: Journal of Islamic Studies Vol. 4 No. 1 (2025): Khidmatussifa : Journal of Islamic Studies
Publisher : STIT Sirojul Falah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56146/khidmatussifa.v3i2.245

Abstract

Early childhood learning is often focused on memorization and repetition activities, which tend to be shallow and provide limited space for the development of critical thinking. In the 21st-century education era, the deep learning approach offers a strategic alternative to foster meaningful literacy and numeracy skills in young children. This article aims to examine the application of deep learning in the context of Early Childhood Education (ECE), particularly in enhancing basic literacy and numeracy abilities. Through literature review and analysis of various learning practices in early childhood institutions, it is found that deep learning can be integrated through guided play strategies, structured exploration, reflective dialogue, and concept connections that align with children's developmental stages. This approach has been proven to increase active engagement, strengthen conceptual understanding, and develop children's cognitive potential from an early age. The article recommends that ECE teachers begin to shift the learning paradigm from rote memorization to meaningful, contextual, and enjoyable learning experiences. Keywords: Deep Learning, Early Childhood Education, Literacy, Numeracy, Meaningful Learning
Ketika Anak Bertanya dan Berefleksi: Benih-Benih Penerapan Deep Learning di Kelas PAUD Hastuti, Rochmi; Vemmi Kesuma Dewi, Raden Roro; Thoriquddin
Khidmatussifa: Journal of Islamic Studies Vol. 4 No. 2 (2025): KHIDMATUSSIFA : JOURNAL OF ISLAMIC STUDIES
Publisher : STIT Sirojul Falah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56146/khidmatussifa.v4i1.328

Abstract

The ability of young children to ask questions and reflect on their learning experiences serves as an early indicator of deep learning processes. This study aims to explore the types of questions and reflections that naturally emerge in early childhood classrooms and to identify the teacher's role in facilitating these processes as seeds of deep learning implementation. The research was conducted at PAUD Kunang-Kunang, located in Cipanas District, Cianjur Regency, using a descriptive qualitative approach. Data were collected through participatory observation and in-depth interviews with the classroom teacher. The findings reveal that children are capable of posing reflective questions related to their personal experiences and demonstrate an emerging awareness of their learning processes. Teachers actively encourage open-ended questioning, provide space for exploration, and respond constructively to children's reflections. These results indicate that in the PAUD context, there are promising signs or seeds of deep learning practices that can be further cultivated through responsive, reflective, and meaningful learning design.
Co-Authors rahmianti, siti Thoriquddin Vemmi Kesuma Dewi, Raden Roro