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All Journal Multidisciplinary Indonesian Center Journal Jurnal Pustaka Cendekia Pendidikan
Asmila Damayanti
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Religion Humanities Earth & Planetary Sciences Education Mathematics Other

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APPLYING DEEP LEARNING TO SUPPORT EARLY COGNITIVE DEVELOPMENT IN PRIMARY STUDENTS: INSIGHTS FROM AN INDONESIAN ISLAMIC SCHOOL CONTEXT Laswardi; Asmila Damayanti; Rizki Hamonangan Dalimunthe; Anita Adinda
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1532

Abstract

The rapid advancement of artificial intelligence (AI) offers new opportunities to enhance teaching and learning in early education. This study applies deep learning approaches to support early cognitive development among primary students in an Indonesian Islamic school. A hybrid Convolutional Neural Network (CNN) and Long Short Term Memory (LSTM) model was designed to analyse students’ cognitive patterns, attention, and engagement. Using a mixed-methods design, the research involved 60 students aged 8–10 at MIS Terpadu Alhijrah Bintuju. The model processed multimodal classroom data to generate adaptive feedback and personalized learning pathways. Results showed significant improvements in attention (+18%), memory recall (+22%), and problem-solving (+25%) after eight weeks of AI-assisted learning. Qualitative findings revealed higher motivation, engagement, and self-regulation. The study demonstrates that culturally aligned AI systems can effectively enhance early cognitive development and promote learner autonomy in Islamic primary education.
Pengaruh Model Project Based Learning Terhadap Keterampilan Menulis Teks Narasi Siswa Sekolah Dasar Asmila Damayanti; Akhiril Pane
Jurnal Pustaka Cendekia Pendidikan Vol. 3 No. 2 (2025): Jurnal Pustaka Cendekia Pendidikan, Volume 3 Nomor 2, September-Desember 2025
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v3i2.210

Abstract

This study aims to examine the effect of implementing Project Based Learning (PjBL) on elementary school students’ narrative writing skills through a literature review. The analysis was conducted on five main articles discussing the implementation of PjBL, the use of interactive media, and its impact on students’ creativity, critical thinking, collaboration, and learning motivation. The findings indicate that PjBL effectively improves students’ abilities in structuring the orientation, complication, resolution, and coda of a story coherently, enriching vocabulary, and composing well-organized sentences. PjBL positions students at the center of learning, encouraging active participation, reflection, and collaboration, making the writing experience more meaningful and enjoyable. This review confirms that PjBL can serve as an effective strategy to enhance narrative writing literacy in elementary schools while addressing the research gap regarding the application of this model at the primary education level.
Co-Authors Adinda, Anita Laswardi Pane, Akhiril Rizki Hamonangan Dalimunthe