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p-Index From 2021 - 2026
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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Deep Learning
Malonisio, Manuel
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Reality of Humanitarian Social Values: Tolerance, Empathy, and Peace in Elementary School Fadillah, Anggun Nur; Ferawati, Efa; Novita, Tiara Nissa; Hayati, Auliya Aenul; Permana, Faisal Rahmat; Malonisio, Manuel
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.10760

Abstract

This study explores the internalization of humanitarian social values—tolerance, empathy, and peace among elementary school students in Indonesia. While national curricula emphasize character education, there remains a disconnect between policy and classroom practice. Using a mixed-methods approach, this research combined quantitative surveys with qualitative classroom observations and teacher interviews. The instrument’s validity and reliability were confirmed through Pearson’s correlation and Cronbach’s Alpha (α = 0.826), and descriptive statistics revealed high scores in tolerance (M = 32.73), moderate in empathy (M = 29.47), and low in peacefulness (M = 25.63). However, qualitative findings uncovered behavioral gaps. Students frequently showed blame-oriented responses, emotional disengagement, and minimal conflict resolution skills. Thematic analysis, supported by inter-coder agreement and member checking, revealed that moral knowledge was rarely translated into daily behavior. This misalignment indicates that character education is often limited to declarative instruction without experiential or emotional reinforcement. The study concludes that schools must adopt participatory and emotionally grounded pedagogies to bridge this value-practice gap. Recommendations include integrating social-emotional learning (SEL), teacher training in inclusive strategies, and aligning school culture with national moral objectives. The findings underscore the importance of transforming moral education from abstract knowledge into lived, embodied practices that shape students' everyday social interactions.
Challenges, Prospects, and Strategic Integration of Deep Learning for Enhancing Digital Literacy in Primary Education Wicaksana, Anfa Muarif; Prayitno, Harun Joko; Uslan, Uslan; Malonisio, Manuel
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11856

Abstract

The advancement of artificial intelligence technologies, particularly deep learning, offers new opportunities for transforming education, including efforts to enhance digital literacy at the elementary school level (SD/MI). However, the implementation of this technology is accompanied by various complex challenges, encompassing technical, pedagogical, and policy-related aspects. This study aims to comprehensively examine the challenges, prospects, and the need for strategic integration in the application of deep learning to improve students’ digital literacy in primary education. The study employs a library research method with a descriptive qualitative approach, analyzing relevant scientific literature published within the last five years (2020–2025). The data were analyzed using content analysis techniques to identify patterns related to the implementation of deep learning in elementary education. The findings reveal that the main challenges include limited technological infrastructure, low levels of teacher competence, misalignment of pedagogical approaches, as well as ethical and data security concerns. On the other hand, deep learning demonstrates significant potential in supporting personalized, adaptive, and data-driven learning, as well as in enhancing student engagement and the quality of digital literacy. Furthermore, the successful implementation of this technology depends on strategic integration among technological, pedagogical, human resource, and policy dimensions. This study provides a conceptual contribution to understanding the dynamics of deep learning implementation in primary education and offers practical implications for developing contextual and sustainable technology-based learning innovations. Future research is recommended to conduct empirical studies to evaluate the effectiveness of deep learning implementation in real classroom settings.
Co-Authors Fadillah, Anggun Nur Faisal Rahmat Permana Ferawati, Efa Harun Joko Prayitno Hayati, Auliya Aenul Novita, Tiara Nissa Uslan Wicaksana, Anfa Muarif