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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar JURNAL PENELITIAN ILMU PENDIDIKAN Social Journal of Studies in Education
Handayani, Mega Setya
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Religion Decision Sciences, Operations Research & Management Education Social Sciences Other

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Bibliometric analysis of deep learning research trends as a pedagogical approach to science learning in elementary schools (2021–2025) Handayani, Mega Setya; Warohmah, Mawaddah; Mahmudah, Umi
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.94621

Abstract

The dynamics of education in the 21st century demand a pedagogical transformation towards holistic competency development. This study aims to analyze the research trend of Deep Learning as a pedagogical approach to social studies learning in elementary schools. Using bibliometric methods, this study mapped the intellectual structure of 574 scientific articles (2021–2025) sourced from Google Scholar through the Publish or Perish software and VOSviewer. The results of the network visualization analysis identified five main clusters that showed a shift in focus from the technical aspects of computing towards the integration of intelligent technologies in classroom practice. The publication trend jumped significantly after 2023, with the latest topics focusing on critical thinking, creativity, and artificial intelligence (AI) literacy. Density analysis reveals research gaps: the literature is dominated by science and STEM content, with little exploration of the social dimension (social studies) or local wisdom. This research concludes that Deep Learning has developed into a technological entity that supports the achievement of the 8 Dimensions of the Graduate Profile through the principles of mindful, meaningful, and joyful learning. The practical implications provide guidance for educators to integrate technology scaffolding with in-depth inquiry, shaping adaptive lifelong learners in the era of disruption.
Integration of Deep Learning in IPAS Learning Models Based on Project-Based Learning in Elementary Schools Warohmah, Mawaddah; Handayani, Mega Setya; Romiana, Diah; Mahmudah, Umi
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article In Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

Pergeseran paradigma dalam pendidikan abad ke-21 membutuhkan transformasi pembelajaran sains, teknologi, teknik, dan matematika (STEM) di sekolah dasar sehingga tidak lagi hanya tentang menghafal fakta, tetapi lebih berfokus pada pemahaman konseptual yang mendalam dan penguasaan keterampilan berpikir kritis. Studi ini bertujuan untuk mengembangkan model konseptual yang menjelaskan bagaimana integrasi prinsip-prinsip pedagogi Deep Learning dapat memperkuat model PjBL dalam pembelajaran sains di tingkat sekolah dasar. Metode yang digunakan adalah riset pustaka dengan teknik analisis konten pada artikel ilmiah, prosiding, dan laporan penelitian dari basis data Google Scholar, Garuda, dan DOAJ. Analisis dilakukan melalui tahapan kategorisasi, sintesis, dan interpretasi aspek implementasi Deep Learning dan PjBL. Hasil penelitian menunjukkan bahwa integrasi Deep Learning dalam PjBL-IPAS menghasilkan sinergi optimal yang menggabungkan dimensi konseptual (kedalaman materi), dimensi sosial (kolaborasi), dan dimensi afektif (manajemen emosi). Kesimpulan dari penelitian ini menegaskan bahwa integrasi Deep Learning dalam PjBL-IPAS merupakan sintesis efektif yang sejalan dengan semangat Kurikulum Merdeka. Sebagai rekomendasi, penelitian empiris lebih lanjut di bidang ini diperlukan untuk menguji efektivitas model konseptual ini dan untuk mengembangkan alat pembelajaran praktis bagi guru di kelas.
The Pedagogical Relevance of the Deep Learning Approach to the Formation of the Eight Dimensions of Graduate Profiles in Elementary School Learning Handayani, Mega Setya; Warohmah, Mawaddah; Achwan Baharudin, Mochammad; Ame, Ibrahim Pandu
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

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Abstract

This research is prompted by the low literacy, numeracy, and science skills of Indonesian students, as indicated by 2022 PISA scores, which suggest a dominance of Lower Order Thinking Skills (LOTS). As a strategic solution, the Ministry of Elementary and Secondary Education (Kemendikdasmen) introduced the Deep Learning approach in 2025 as a new paradigm to enhance educational quality. This study aims to explore the fundamental concepts of Deep Learning in elementary education and analyze its pedagogical relevance to the eight dimensions of the graduate profile. Using a library research method, analyzing 27 recent literature sources, the findings show that Deep Learning, anchored on the pillars of Mindful, Meaningful, and Joyful, is highly relevant in holistically integrating cognitive, affective, and spiritual domains. This approach successfully shifts learning orientation from mere content completion to the development of profound learning experiences. The study confirms that Deep Learning serves as a strategic operational mechanism for producing intelligent, character-driven graduates. The study recommends that educators reorient their roles as learning experience designers and calls for technical policy support to facilitate reflective classroom practices, bridging the gap between conceptual understanding and actual implementation in elementary schools.
The Effectiveness of Integrated Komsiga Media on Islamic Education Values in Improving Science Literacy among Elementary School Students Warohmah, Mawaddah; Handayani, Mega Setya; Mufidah, Ely
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

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Abstract

The science literacy score of Indonesian students is 383, far below the OECD average of 485 (OECD, 2023). This low score is due to IPAS learning process being considered abstract and difficult to understand. There is an urgent need for innovative media that not only visualizes scientific concepts concretely but also instills character values to bridge the cognitive and affective gaps among students. This study aims to examine the effectiveness of Komsiga media, which integrates Islamic educational values, in improving students' science literacy skills in the subject of Force. The study applied a quantitative approach with a one-group pretest-posttest pre-experimental design involving 30 fourth-grade elementary school students as the sole participants. The data were analyzed statistically using the mean difference test and Normalized Gain. The findings show a significant increase in learning outcomes, with the average student score jumping from 63.80 on the pre-test to 87.23 on the post-test. The N-Gain score of 0.65, which falls into the moderate category, confirms that Komsiga integrated with Islamic educational values is able to make science material easier to understand and more relevant to students. Komsiga has been proven to be effective as a bridge for conceptual understanding and character building. This study recommends that this model of integrating technology and values be expanded to other IPAS topics to support holistic learning. Keywords: digital comics, komsiga, science literacy, IPAS learning, islamic educational values
Co-Authors Achwan Baharudin, Mochammad Ame, Ibrahim Pandu Ely Mufidah Romiana, Diah Umi Mahmudah Warohmah, Mawaddah