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All Journal Dinasti International Journal of Education Management and Social Science
Veithzal Rivai Zainal
Chairman of the Association of Indonesian Islamic Economists, Finance and Accountants
Education

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Deep Learning Training as a Pedagogical Transformation Strategy in Indonesia: Analysis of the Philosophical Framework and Technical Guidelines Based on the Decree of the Director General of Teachers, Education Personnel, and Teacher Education Number 13/B/HK.03.01/2025 Yulia Fitri; Veithzal Rivai Zainal; Azis Hakim
Dinasti International Journal of Education Management And Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5820

Abstract

This study aims to analyze the philosophical framework of Deep Learning and examine the operational implications of training guidelines that adopt the In-Service Learning (IN-1) - On-the-Job Training (ON) - In-Service Learning (IN-2) model. The Director General of Teachers, Education Personnel, and Teacher Education Decision No. 13/B/HK.03.01/2025 concerning Technical Guidelines for Deep Learning Training (PM) is a formal state strategy to encourage holistic pedagogical transformation in Indonesia. The main objective of PM is to create conscious, meaningful, and enjoyable learning through the integrated development of thinking, heart, feelings, and body. The methods used are qualitative policy analysis and comparative literature studies. The results of the study show that PM is an innovative framework that requires the integration of the cognitive dimension (mind) with the affective- spiritual dimension (heart and senses), which substantially depends on the internalization of the Growth Mindset in teachers. The IN-ON-IN training model is an effort to mitigate the failure of knowledge transfer to practice (Kirkpatrick Level 3), but its success is greatly influenced by ecosystem support, including the quality assurance of resource persons and the functionality of the Learning Management System (LMS), as well as the school's ability to mitigate the digital divide. Recommendations that can be given include the need to develop standardized observation instruments that are capable of measuring emotional intelligence in the classroom, curating resource persons with growth mindset criteria, and providing equivalent blended learning alternatives.
Implementation of Character Education from the Perspective of Elementary School Student Characteristics in the Digital Era at SDN Kampungsawah 1 Karawang Student of Master of Administrative Science Study Program Indra Septia Permana; Veithzal Rivai Zainal; Azis Hakim
Dinasti International Journal of Education Management And Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5865

Abstract

Character education is crucial and a shared focus, particularly in the field of education. Character education must be prepared and implemented from an early age and can be implemented in elementary school. Character education for elementary school students is an effort to prepare a generation with character that can bring about positive change for the Indonesian nation and state. The era of Society 5.0 presents both opportunities for development and challenges that are increasingly challenging compared to previous eras. Therefore, character education must be thoroughly implemented so that students develop character aligned with Islamic teachings and are able to face more complex challenges. This research was conducted using a qualitative library research approach. The data presented in the discussion were obtained through a literature review referring to various scientific sources, such as books, scientific articles, and studies related to the topic. The results are presented directly and objectively through descriptive narrative. Character education at the elementary school level is implemented by instilling religious values ​​in students, promoting a culture of reading and literacy, and conducting extracurricular activities tailored to each student's interests and talents. Character education implementation for elementary school students must be ongoing and supported by teachers so that students become accustomed to the patterns established at school.
Co-Authors Azis Hakim Azis Hakim Indra Septia Permana Yulia Fitri