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All Journal Socio-Economic and Humanistic Aspects for Township and Industry Media for Empowerment, Mobilization, and Innovation in Research & Community
Kamarun M. Sebe
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences

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The Relevance of John Dewey's Thinking to Contextual Learning in the Era of Independent Learning Sahjad M. Aksan; Adiyana Adam; Kamarun M. Sebe; Sutria Ningsih Hairudin
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 3 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i3.543

Abstract

The rapid transformation of education in the 21st century demands approaches that move beyond traditional, teacher-centered instruction toward models that are more student-centered, experiential, and contextually relevant. In Indonesia, this shift is embodied in the Independent Curriculum (Kurikulum Merdeka), which emphasizes curriculum flexibility, local contextualization, and the active role of teachers in adapting instruction to students’ needs and environments. Within this context, John Dewey’s philosophy of progressive education, which underscores learning through experience, critical reflection, and social engagement, offers an important theoretical foundation for understanding and strengthening contemporary pedagogical practices. This study aims to examine the relevance of Dewey's educational philosophy to the implementation of contextual learning within the Independent Curriculum by employing a qualitative descriptive approach based on library research. Drawing on analyses of Dewey’s seminal works, educational policy documents, scholarly publications, and documented examples of curriculum application in schools such as SMAN 10 Kota Ternate, SDN Tomagoba Tidore, and SLB Sofifi in North Maluku, the study finds that Dewey’s principles—learning by doing, real-life experience, and student-centered engagement—are strongly reflected in current practices of contextual learning. The documented evidence highlights positive outcomes, including increased student motivation, active participation, and improved effectiveness of the learning process. These findings affirm the enduring relevance of Dewey’s educational philosophy in addressing the demands of 21st-century education and underscore the necessity of sustained policy support and continuous professional development for teachers to ensure the successful implementation of the Independent Curriculum.
The Effectiveness of Deep Learning Training on Teachers' Memorization of Interactive Teaching Modules at MAN IC West Halmahera Adiyana Adam; Ramli Yusuf; Muhlis Malaka; Minggusta Juliadarma; Mawardi Djamaluddin; Kamarun M. Sebe
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 3 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i3.557

Abstract

This study aims to determine the effectiveness of deep learning training on teachers' abilities in developing interactive teaching modules at MAN Insan Cendekia West Halmahera. This study used a quantitative approach with a quasi-experimental design, with all teachers who participated in the training (n = 25) as samples. Data were collected through pre-tests and post-tests to measure teachers' abilities, a perception questionnaire to determine teachers' assessment of the training, and observations of the practice in creating interactive teaching modules. The results showed that the average teacher pre-test score of 56.2 increased to 80.6 in the post-test, with an average increase of 24.4 points or 43.4%, which was statistically significant (p < 0.05). Teachers also stated that the training was useful, relevant, and easy to implement in the learning process. Practical observations showed that teachers were able to create interactive teaching modules with media integration, adaptive quizzes, and animations that facilitate student understanding. These findings indicate that deep learning training is effective in improving teachers' skills and confidence in developing technology-based teaching modules. This research has important implications for teacher capacity development and learning innovation in schools.
Strengthening Teacher Competence Through The Integration of Deep Learning Models and Galatama Activities at MAN Insan Cendekia Halmahera Barat Adiyana Adam; Kamarun M. Sebe; Azis Los’en; Hamzah Umasugi; Mardiani Masuku; Suhaiba Raudah Umasangaji
Media for Empowerment, Mobilization, and Innovation in Research & Community Vol. 1 No. 2 (2025): July-December
Publisher : Future Tecno-Science Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/ppwjn488

Abstract

This community service program aims to enhance teachers’ pedagogical, collaborative, and reflective competencies through the integration of the Deep Learning model and Galatama activities at MAN Insan Cendekia Halmahera Barat. The program employed the Participatory Action Research (PAR) approach, which consists of four stages: planning, acting, observing, and reflecting. Twenty subject teachers actively participated in the three-day workshop that included needs analysis, adaptive lesson plan design, and peer reflection sessions through Galatama. The results revealed significant improvement: 85% of teachers understood the concept of Deep Learning, 90% were able to design HOTS-based learning activities, and 95% reported increased confidence in classroom implementation. The program also fostered a reflective and collaborative culture among teachers while strengthening the spiritual and social values that characterize madrasah education. Therefore, the integration of Deep Learning and Galatama proved effective in shaping teachers as reflective practitioners in the era of digital educational transformation.
Co-Authors Adiyana Adam Azis Los’en Hamzah Umasugi Mardiani Masuku Mawardi Djamaluddin Minggusta Juliadarma Muhlis Malaka Ramli Yusuf Sahjad M. Aksan Suhaiba Raudah Umasangaji Sutria Ningsih Hairudin