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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Edumaspul: Jurnal Pendidikan
Ira Setiani
Universitas Islam Nusantara Bandung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Management of Moving Class Learning System Through Deep Learning Approach to Improve Students' Learning Interest in Aiza Hafizh Integrated Islamic Kindergarten Teti Ratnawulan; Badri Zaman; Abuy Abuy; Ira Setiani; Enyi Masrukoyah; Imam Asrofi
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Learning is an interaction process between educators and students in teaching and learning activities, supported by learning resources in a learning environment to achieve specific goals. Engaging learning is supported, among other things, by the teacher's creativity in conditioning the class, which can influence students' learning interest. This study aims to analyze the application of moving class learning system management through a deep learning approach to increase students' interest in learning at IT Aiza Hafizh Kindergarten, Cianjur Regency. The research method used is a case study with a qualitative descriptive approach, with data collection techniques through observation, interviews, and documentation studies. The results of the research that has been conducted indicate that the implementation of the Moving Class Learning System Management through a deep learning approach can increase students' interest in learning at the Aiza Hafizh Integrated Islamic Kindergarten, Cianjur Regency. Students have a desire to learn according to their circumstances, abilities, needs, and characteristics, one of which is supported by moving class learning that can increase their interest in learning. The main obstacle faced is that teachers understand deep learning comprehensively and the limited supporting facilities for moving classes. The proposed solutions include teacher training in managing moving class learning and understanding the concept and practice of deep learning. Implementation of moving class learning through a deep learning approach by utilizing the resources and assets owned by the school. This study recommends the development of teacher competence in learning community activities consistently and sustainably as an effort to create interesting, challenging, and enjoyable learning that is adjusted to the nature and nature of the times of students.
Management of Project-Based Learning (PjBL) to Enhance Students’ Critical Thinking Skills in Elementary Schools Ira Setiani; Sobari Sobari
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8248

Abstract

This study aims to analyze the management of the Project Based Learning (PjBL) model in enhancing students’ critical thinking skills in elementary education. The research employed a qualitative approach with a multisite case study design conducted at SDN Bunikasih 1 and SDN Vada in Cianjur Regency. Data were collected through in-depth interviews, observations, and document analysis involving school principals, teachers, and students. Data analysis was carried out using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the management of the PjBL model is implemented through four main stages: planning, organizing, actuating, and controlling. In the planning stage, teachers design project-based learning activities that integrate critical thinking indicators, although with varying levels of consistency. In the organizing stage, collaboration among teachers and the formation of heterogeneous student groups support the learning process, despite some coordination constraints. In the implementation stage, PjBL creates an active and engaging learning environment that promotes students’ participation and problem-solving skills. In the controlling stage, evaluation is conducted through supervision, reflection, and the use of critical thinking assessment rubrics, although supervision intensity is sometimes limited. The study concludes that PjBL management contributes positively to improving students’ critical thinking skills, as reflected in increased engagement, deeper understanding of learning materials, and the ability to apply knowledge in real-life contexts. However, challenges related to time management, teacher competence, collaboration, and learning facilities need to be addressed to optimize implementation.
Co-Authors Abuy Abuy Badri Zaman Enyi Masrukoyah Imam Asrofi Sobari Sobari Teti Ratnawulan