Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Rivaldi Aulia Fikri
Unknown Affiliation
Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA MATA PELAJARAN IPAS DI SEKOLAH DASAR (STUDI KASUS SD 13/1 MUARA BULIAN) Rivaldi Aulia Fikri; Sofwan, Muhammad; Alirmansyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41100

Abstract

The learning of Science and Social Studies (IPAS) in elementary schools is expected to foster meaningful understanding, critical thinking, and the ability to connect concepts with real-life contexts. However, learning practices are often still oriented toward surface learning, causing students to have difficulty developing deep conceptual understanding. This study aims to describe the implementation of the deep learning approach in IPAS learning at SD 13/1 Muara Bulian, as well as to identify students’ responses and supporting and inhibiting factors in its application. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and students, and documentation analysis. The results show that the implementation of the deep learning approach in IPAS learning was carried out through contextual learning activities, active student engagement, collaborative discussions, and reflective learning processes. The approach encouraged students to better understand concepts, relate learning materials to daily life, and demonstrate higher learning engagement. Supporting factors included teacher readiness and learning environment, while inhibiting factors involved limited time and varying student learning abilities. Overall, the deep learning approach contributed positively to improving the quality of IPAS learning in elementary school.
Co-Authors Alirmansyah Muhammad Sofwan