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All Journal Jurnal Penelitian dan Pendidikan IPS Didaktika: Jurnal Kependidikan
Onik Farida Ni’matullah
Universitas PGRI Kanjuruhan Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Deep Learning Approach and Its Impact on Elementary Students’ Learning Experience and Critical Thinking: An Experimental Study Endang Purwaningsih; Lilik Sri Hariani; Onik Farida Ni’matullah
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3416

Abstract

This study examines the effect of deep learning instruction on elementary school students’ learning experience and critical thinking skills, addressing the need for instructional approaches that promote meaningful learning and higher-order thinking. The research employed a quantitative approach using a Quasi-Experimental Nonequivalent Control Group Design involving fifth-grade students at SD Negeri Kedungdalem II, Probolinggo Regency, during the second semester of the 2025/2026 academic year. The sample consisted of 56 students, with 28 students assigned to the experimental group and 28 students to the control group. The experimental group received deep learning instruction implemented through four stages: concept exploration, analysis and meaning-making, deep reflection, and application of concepts in real-life contexts, while the control group experienced conventional instruction. Data were collected using a learning experience questionnaire and a critical thinking skills test, both of which met validity and reliability criteria. The results showed that the experimental group achieved higher mean scores in learning experience (M = 83.45) and critical thinking skills (M = 78.62) compared to the control group (M = 74.18 and M = 69.07, respectively). Independent Samples t-test results indicated statistically significant differences between the two groups (p < 0.05). These findings demonstrate that deep learning instruction is effective in enhancing meaningful learning experiences and students’ critical thinking skills in elementary education.
Efektivitas Model Pembelajaran Jigsaw Terhadap Hasil Belajar IPS Ditinjau Dari Motivasi Dan Fasilitas Belajar Kholifatuz Zuhroh; Ninik Indawati; Onik Farida Ni’matullah
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13195

Abstract

This study aims to analyze the effectiveness of the Jigsaw learning model on Social Sciences (IPS) learning outcomes reviewed from the motivation and learning facilities of elementary school students. The approach used is quantitative with the type of explanatory research. The research population included 80 grade IV students of SDN Cluster IV, Gading District, Probolinggo Regency. Data collection was carried out through learning outcome tests and motivation questionnaires as well as learning facilities using the Likert scale. Data analysis uses multiple linear regression to determine simultaneous and partial influences between variables. The results showed that the Jigsaw learning model, learning motivation, and learning facilities had a significant effect on social studies learning outcomes of students. The determination coefficient of 0.682 indicates that 68.2% of the variation in learning outcomes is explained by these three variables. Students who have high motivation and are supported by adequate learning facilities show better improvement in learning outcomes after the implementation of the Jigsaw model. These findings prove that the Jigsaw model is effectively applied in social studies learning because it encourages active engagement, individual responsibility, and group cooperation. This study recommends that teachers implement a cooperative learning model consistently with the support of adequate facilities to improve the quality of social studies learning in elementary schools.
Co-Authors Endang Purwaningsih Kholifatuz Zuhroh Lilik Sri Hariani Yulianti & Ninik Indawati Hartatik