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All Journal Dharmas Education Journal (DE_Journal) Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Sofiandi, Muhamad
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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IMPLEMENTASI QUANTUM TEACHING DALAM MENINGKATKAN HASIL BELAJAR SISWA BERDASARKAN PERSPEKTIF PERKEMBANGAN PESERTA DIDIK Siregar, Julinda; Sofiandi, Muhamad; Anindyta, Minerva; Herdiansya, Nurzeini
Dharmas Education Journal (DE_Journal) Vol 3 No 1 (2022): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v3i1.1076

Abstract

Penelitian ini bertujuan untuk mengkaji implementasi metode Quantum Teaching dalam meningkatkan hasil belajar siswa Sekolah Dasar (SD) berdasarkan perspektif perkembangan peserta didik. Quantum Teaching merupakan pendekatan pembelajaran yang menekankan pada penciptaan suasana belajar yang menyenangkan, dinamis, dan bermakna, sehingga mampu mengoptimalkan potensi siswa secara menyeluruh. Studi literatur ini memanfaatkan berbagai jurnal ilmiah dan artikel relevan yang membahas keterkaitan antara Quantum Teaching, hasil belajar, serta perkembangan psikologis dan kognitif anak usia SD. Hasil kajian menunjukkan bahwa pendekatan Quantum Teaching efektif dalam meningkatkan motivasi belajar dan keterlibatan siswa, karena selaras dengan karakteristik perkembangan kognitif, afektif, dan sosial anak usia sekolah dasar. Dengan demikian, implementasi strategi ini dinilai mampu mendorong peningkatan hasil belajar yang lebih optimal.
Descriptive Survey Study : Teacher and Student Perception in the Implementation of Deep Learning in Physics Learning Dasmo, Dasmo; Arif, Dulhamin; Sofiandi, Muhamad; Hoerunisa, Ani; Herdiansyah, Nurzeini
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i1.883

Abstract

Education in the 21st century demands learning processes that foster deep, meaningful understanding. Within the framework of the Merdeka Curriculum, deep learning is regarded as an essential approach to support students in developing critical thinking, reflective skills, and the ability to connect scientific concepts to real-life contexts. This study aims to describe teachers’ and students’ perceptions of the implementation of deep learning in physics instruction at SMAN 2 Lembang. A descriptive survey design was employed, integrating both qualitative and quantitative data. The data were collected through questionnaires, semi-structured interviews, classroom observations, and instructional documentation. Participants included physics teachers and eleventh-grade students. Data analysis followed the stages of reduction, presentation, and conclusion drawing. The findings reveal that teachers generally possess a solid understanding of deep learning principles, although various challenges persist in its implementation, such as limited instructional time, laboratory constraints, and students’ readiness for reflective and independent learning activities. Most students perceived that deep learning helped them achieve a deeper understanding of physics concepts, even though some still required guidance in exploratory and reflective tasks. Supporting factors included school policies that encourage innovation and teachers’ motivation to improve instructional practices, while inhibiting factors involved uneven learning facilities and differences in student preparedness. Overall, the study indicates that deep learning has the potential to enhance the quality of physics learning. However, its effective implementation requires continuous support through teacher training, improved instructional resources, and adaptive strategies aligned with the school context.
Co-Authors Anindyta, Minerva Arif, Dulhamin Dasmo Dasmo Herdiansya, Nurzeini Herdiansyah, Nurzeini Hoerunisa, Ani Siregar, Julinda