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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Dasar Perkhasa
Dian Aswita
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Identifying and Utilizing Local Potentials in Rubiah Island as a Biology Learning Resource Anita Noviyanti; Dian Aswita; Dewi Febriyanti; Sri Ismulyati
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12389

Abstract

This research focuses on exploring the various benefits of integrating local potential into biology learning to enhance conceptual understanding, student engagement, improve thinking skills, change behavior, and environmental awareness. The aim of this study is to provide a comprehensive analysis of how the potential of local biodiversity in coral reef ecosystems can be effectively integrated into biology learning. The method used was an exploratory descriptive study. The research was conducted on Rubiah Island. Data collection techniques included direct observation and literature review. The data obtained were then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that local potential coral reefs can be utilized as learning resources through their utilization. They do not require special design and can be directly applied and used in the learning process. Integrating local potential into biology learning offers promising opportunities for innovative and engaging learning experiences. The material related to this utilization is biodiversity, including species diversity, the benefits and value of biodiversity, the classification of living things, animals, ecology, and environmental change. The conclusion of this study indicates that the utilization of local potential can enrich the reference sources for biology learning while providing a positive impact on environmental sustainability.
STRATEGI PEMBELAJARAN MENDALAM (DEEP LEARNING) DAN METODE IMPLEMENTASINYA PADA PENDIDIKAN DASAR: A SYSTEMATIC LITERATURE REVIEW Alken Irwan; Rendi Nur Efendi; Citra Prasiska Puspita Tohamba; Fahmi Fahmi; Dian Aswita
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.6131

Abstract

Deep learning in primary education is increasingly relevant as 21st-century competency demands emphasize conceptual understanding, knowledge transfer, and higher-order thinking skills from the early grades. This study aims to synthesize deep learning strategies and their implementation methods in primary education through a PRISMA-based systematic literature review (SLR). The literature search employed keywords related to “deep/deeper learning” and “primary education/elementary school (SD/MI)” across selected national and international scholarly sources, followed by screening using inclusion–exclusion criteria and data extraction for thematic synthesis. From 30 records identified, after duplicate removal and title–abstract screening as well as full-text assessment, 20 studies met the eligibility criteria for analysis. The synthesis indicates that deep learning in primary education is most frequently operationalized through project-based learning, problem-based learning, and inquiry-based approaches, strengthened by collaboration and reflection as cross-cutting elements. Recurrent implementation patterns include contextual triggering, exploration, concept consolidation, production of artifacts/solutions, presentation and feedback, and reflection, with authentic assessment (performance rubrics, portfolios, self- and peer-assessment) serving as a key mechanism to sustain learning depth. The most consistently reported impacts include stronger conceptual understanding, improved critical thinking and problem-solving, and enhanced communication and collaboration skills. These findings underscore the importance of strengthening teachers’ capacity in task design and authentic assessment, alongside school-level support, to enable realistic and sustainable implementation of deep learning in primary education.
Co-Authors Alken Irwan Citra Prasiska Puspita Tohamba Dewi Febriyanti Fahmi Noviyanti, Anita Rendi Nur Efendi Sri Ismulyati