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Eksplorasi Praktik Deep Learning dalam Pembentukan Karakter Religius Siswa di Sekolah Dasar M Choirul Muzaini; Syahrul Aziz
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.224

This study aims to explore the practice of deep learning in Al-Qur'an learning and its contribution to the formation of religious character in elementary school students. The study was conducted at SD Negeri 1 Jatidatar, Bandar Mataram District, Central Lampung Regency, with a focus on the use of sound wave analysis media in Al-Qur'an reading learning. The research approach used was qualitative with a case study type. The research subjects included Islamic Education teachers and fourth and fifth grade students. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results showed that sound wave analysis-based learning encouraged students to actively engage in the learning process through activities such as observing, comparing, analyzing, and reflecting on reading errors. This practice not only improves the accuracy and precision of reading the Qur'an, but also contributes to the formation of students' religious character, such as discipline, honesty, responsibility, self-reflection, and perseverance. The integration of deep learning with simple technology has proven to be capable of creating meaningful and contextual Islamic Religious Education learning. This research provides a theoretical contribution to the development of deep learning in Islamic education as well as a practical contribution in the form of an innovative learning model that can be applied in elementary schools.

Persepsi Guru Sekolah Dasar terhadap Penggunaan Teknologi Berbasis Deep Learning dalam Transformasi Pembelajaran IPAS M Choirul Muzaini; Syahrul Aziz
Jurnal Wahana Literasi Pendidikan Vol 1 No 2 (2026): Maret
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i2.361

This study aims to analyze elementary school teachers' perceptions of the use of deep learning-based technology in transforming science and mathematics learning at SD Negeri 2 Mataram Udik, Bandar Mataram District, Central Lampung Regency. The research uses a qualitative approach with a descriptive type, involving fourth-grade science teachers as research subjects. Data collection techniques include in-depth interviews, learning observations, and documentation, while data analysis is carried out through the stages of data reduction, data presentation, and thematic conclusion drawing. The results of the study show that teachers have a positive perception of the use of deep learning-based technology in IPAS learning. The technology is considered capable of increasing the effectiveness of learning, enriching teaching media and methods, supporting more adaptive and personalized learning, and increasing student engagement and understanding of IPAS material. The use of technology also encourages the transformation of the role of teachers into facilitators and analysts of data-based learning processes. However, there are still challenges related to improving teachers' technical competencies and technological infrastructure readiness. This study concludes that deep learning-based technology has great potential in supporting innovation and transformation of IPAS learning in elementary schools, thus requiring strengthening teacher training, school policy support, and sustainable technology integration in the learning curriculum.

Analisis Keterampilan Interpersonal Guru IPAS dalam Menumbuhkan Berpikir Kritis Siswa Sekolah Dasar Fadhil Nur Hidayat; Syahrul Aziz; Cici Oktaviani; Galuh Mentari Putri
Jurnal Ilmu Pendidikan Vol. 2 No. 2 (2026): April 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v2i2.135

Penelitian ini bertujuan untuk mengkaji keterampilan interpersonal guru IPAS dalam menanamkan nilai kritis pada siswa kelas V di SD Islami Qur'ani, penelitian menggunakan pendekatan kualitatif dengan desain studi kasus untuk memahami secara mendalam praktik pembelajaran dikelas secara natural. Subjek penelitian meliputi guru kelas V sebagai informan utama dan siswa sebagai informan pendukung, teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, dengan analisis data menggunakan model interaktif melalui kondensasi data, penyajian, dan kesimpulan kesimpulan. Hasil penelitian menunjukkan bahwa keterampilan interpersonal guru, yang meliputi komunikasi dialogis, empati, dan kemampuan membangun suasana belajar yang mendukung, berpartisipasi dalam mendorong keterlibatan siswa dan mengembangkan kemampuan berpikir kritis. Proses penanaman nilai kritis dilakukan melalui strategi pembelajaran yang interaktif, seperti penggunaan pertanyaan terbuka, diskusi, dan pemberian umpan balik reflektif. Selain itu, nilai kritis yang dikembangkan tidak hanya bersifat rasional, tetapi juga terintegrasi dengan nilai moral dan etika dalam konteks pendidikan berbasis keislaman. Penelitian ini menyarankan pentingnya penguatan kompetensi interpersonal guru sebagai bagian dari praktik pedagogis serta perlunya penelitian lanjutan pada konteks yang lebih beragam untuk memperkaya pemahaman mengenai pengembangan pemikiran kritis siswa sekolah dasar.

Integrasi Nilai-Nilai Karakter dalam Kurikulum PAI Berbasis Deep Learning untuk Siswa Sekolah Dasar syahrul aziz; M. Choirul Muzaini
GHIROH Vol 5 No 1 (2026)
Publisher : MGMP PAI SMP BINTAN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract This study aims to analyze the integration of character values into the Islamic Religious Education (PAI) curriculum based on deep learning for fourth-grade students at SD Negeri 3 Mataram Udik. The research employed a qualitative approach with a case study design. The participants included one PAI teacher and 46 students divided into two classes. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that character value integration was implemented through three main dimensions of deep learning: mindful learning, which fostered self-awareness and moral reflection; meaningful learning, which connected instructional content to students’ real-life experiences to strengthen value internalization; and joyful learning through STEAM-based projects that enhanced creativity, collaboration, and responsibility. The integration of these approaches not only improved students’ conceptual understanding of religious content but also holistically developed character traits such as honesty, trustworthiness, discipline, empathy, and teamwork. This study contributes to the development of a deep learning-based PAI instructional model aligned with 21st-century educational demands while maintaining strong religious value foundations.

Pelatihan Akademik Dasar Keislaman sebagai Upaya Penguatan Kapasitas Mahasiswa Calon Guru di STIT Al Mubarok Fadhil Nur Hidayat; M Choirul Muzaini; Syahrul Aziz
SIGMA : Jurnal Sinergi Mengabdi Vol. 4 No. 1 (2026): Juli 2026
Publisher : LPPM-IAI Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/jurnalsigma.v4i1.373

This community service initiative aims to strengthen the capacity of final-year students—prospective teachers and administrators of Islamic education—at the Al Mubarok College of Islamic Education (STIT) in Bandar Mataram through basic Islamic academic training. The activity was conducted in the form of a two-day Ramadhan Camp workshop (March 13–14, 2026) with 58 eighth-semester students from the Islamic Education (PAI), Elementary Madrasah Teacher Education (PGMI), and Islamic Education Management (MPI) programs. Training materials included thoharah and prayer practice, women’s issues (masalatunnisa’), funeral preparations (tajhizul janaiz), Hajj and Umrah, and zakat. The methods used were participatory approaches such as demonstrations, paired practice, simulations, Focus Group Discussions (FGDs), and case studies. Evaluation was conducted through participatory observation, discussion dynamics, and feedback provided by the students. The results indicate that this workshop successfully transformed participants’ understanding from theoretical knowledge into solid procedural skills, with FGDs proven effective for sensitive topics as they fostered an inclusive discussion environment. The psychological impact of the training included increased self-confidence among participants as prospective graduates ready to serve as community references in religious practices—as part of an Islamic-based university’s alumni—as well as the development of brotherhood and inter-departmental collaboration. In conclusion, the Ramadhan Camp workshop is effective in equipping final-semester students with basic fiqh skills in the form of practical worship. It is recommended that follow-up programs be implemented, such as community internships, an extension of the training duration, and making this activity a mandatory annual agenda for eighth-semester students.

Pembelajaran IPA dengan Pendekatan PjBL di Sekolah Dasar Inklusi M Choirul Muzaini; Syahrul Aziz; Zulfatul Khoiriyah
The Prime Vol. 2 No. 1 (2026): Juni
Publisher : The Prime is under the provision of the Study Program of Islamic Elementary School Teacher Training (PGMI) of Sekolah Tinggi Ilmu Tarbiyah Aqidah Usymuni Sumenep Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37459/theprime.v2i1.355

Pembelajaran IPA di sekolah dasar inklusi memerlukan pendekatan yang mampu mengakomodasi keberagaman kebutuhan belajar siswa, termasuk peserta didik berkebutuhan khusus (PBK), melalui strategi pembelajaran yang aktif, kolaboratif, dan adaptif. Salah satu pendekatan yang dinilai relevan adalah Project-Based Learning (PjBL), karena mampu mendorong keterlibatan siswa secara bermakna dalam proses belajar. Penelitian ini bertujuan untuk menganalisis implementasi pendekatan Project-Based Learning (PjBL) dalam pembelajaran Ilmu Pengetahuan Alam (IPA) di Sekolah Dasar Negeri Giwangan, sebuah sekolah inklusi di Yogyakarta. Penelitian dilakukan dengan pendekatan kualitatif deskriptif melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru berhasil memfasilitasi lima fase utama PjBL, yakni pertanyaan mendasar, perencanaan, penjadwalan, pemantauan proyek, dan evaluasi publik, dengan mengintegrasikan prinsip Universal Design for Learning (UDL). PBK (Peserta Didik Berkebutuhan Khusus) menunjukkan peningkatan dalam partisipasi kognitif dan sosial, dengan gain skor pengetahuan IPA mencapai 0,46 (kategori sedang-tinggi), serta peningkatan inisasi diskusi menjadi 2,1 kali per sesi. Kendala utama berupa keterbatasan laboratorium yang belum ramah disabilitas dan rasio GPK yang tidak ideal diatasi melalui model integratif yang penulis tawarkan, yaitu PjBL–UDL 3A (Advance design, Assistive scaffold, Authentic assessment). Model ini dinilai efektif dalam mengakomodasi kebutuhan siswa beragam dan dapat menjadi rujukan dalam pengembangan praktik pembelajaran IPA inklusif di sekolah dasar.

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