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All Journal Jurnal Pendidikan Dasar Perkhasa Journal of Innovation and Research in Primary Education
Alken Irwan
Universitas Prof Dr Hafiz MPH
Education Languange, Linguistic, Communication & Media Mathematics Other

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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.
Investigating the Impact of Problem-Based Learning on Students’ Critical Thinking and Learning Autonomy in the Context of Primary Education Alken Irwan; Dzuhrotul Ulumiyah; Dinda Dinda; Nurul Saila; Maymunah Andrayni
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2831

Abstract

This study investigates the impact of the Problem-Based Learning (PBL) model on students’ critical thinking skills and learning autonomy in primary education, addressing the limited empirical evidence examining the simultaneous development of these competencies at the elementary school level in Indonesia. The research was conducted in a public elementary school in Bram Itam District involving two sixth-grade classes, Class VI A and Class VI B, each comprising 21 students. A quasi-experimental design with a pretest–posttest control group was employed, using a critical thinking test and a learning autonomy questionnaire as data collection instruments. The results indicated a substantial improvement in the experimental group compared to the control group, with mean critical thinking scores increasing from 68.10 to 84.29 and learning autonomy from 70.43 to 86.05. Independent samples t-test analysis revealed significant differences between groups for both critical thinking (t = 3.42, p < 0.05) and learning autonomy (t = 3.76, p < 0.05). These findings demonstrate that PBL effectively enhances analytical reasoning and self-regulated learning among elementary students. The study supports the integration of PBL as a strategic instructional model to promote higher-order thinking and independent learning in alignment with 21st-century educational demands and the Kurikulum Merdeka reform.
Co-Authors Citra Prasiska Puspita Tohamba Dian Aswita Dinda Dinda Dzuhrotul Ulumiyah Fahmi Maymunah Andrayni Nurul Saila Rendi Nur Efendi