Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioscientist : Jurnal Ilmiah Biologi
Sutan Muda
Universitas Muhammadiyah Tapanuli Selatan
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Immunology & microbiology Materials Science & Nanotechnology Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
IMPLEMENTASI PENDEKATAN DEEP LEARNING BERBASIS NASKAH TULAK-TULAK PADA MATERI SIKLUS HIDUP HEWAN SEBAGAI UPAYA DIGITALISASI BUDAYA Jalilah Azizah Lubis; Ananda Siddiq; Ilmi Aulina Rahim; Tiara Angraini Hasibuan; Sutan Muda
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13795

Abstract

Local wisdom education can preserve traditional scripts (such as Tulak-Tulak) which are threatened with extinction by incorporating them into learning. This study aims to improve students' understanding of the Animal Life Cycle material through the application of a deep learning approach based on the Tulak-Tulak script as an effort to digitize and preserve Mandailing culture. The study was conducted at SD Negeri 150 Tano Bato, Mandailing Natal Regency, with 22 fourth-grade students as subjects. The method used was classroom action research (CAR) consisting of two cycles, each consisting of the planning, action, observation, and reflection stages. Data were collected through observation, interviews, and written tests. The results of the study showed a significant increase in student learning outcomes, with the percentage of completion increasing from 23.8% in Cycle I to 90.9% in Cycle II. The application of a deep learning approach based on meaningful, mindful, and joyful learning has been proven to improve students' conceptual understanding and foster higher learning interest. The integration of the Tulak-Tulak script in learning not only provides a contextual and interactive learning experience, but also introduces and preserves local cultural values ​​through the science learning process. Thus, the implementation of the Tulak-Tulak script-based deep learning approach is an effective innovation in improving the quality of learning while strengthening efforts to digitize regional cultural heritage in elementary education environments.
Deep Learning in Classroom Action Research to Improve Fourth-Grade Students’ Learning Outcomes on Plants and Plant Types at Anuban Tapraya Sutan Muda; Melvariani Syari Batubara; Sahlan Tuah; Jalilah Azizah Lubis; Huda Cheyeng
Bioscientist : Jurnal Ilmiah Biologi Vol. 14 No. 2 (2026): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v14i2.21102

Abstract

This study aims to analyze the application of the deep learning approach in improving the learning outcomes of fourth-grade students at Anuban Tapraya School, Songkhla Province, Thailand, regarding plant-related topics and plant types. The research method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles, each consisting of the planning, action, observation, and reflection stages. The research subjects were all 12 fourth-grade students. Data collection instruments included a learning outcome test that had been validated for validity and reliability, observation sheets, and documentation. Success was defined as individual achievement of a score of ≥75 and a class achievement rate of ≥75%. The research results show that the application of the deep learning approach can improve student learning outcomes, with the class average score increasing from 70.33 in Cycle I to 76.25 in Cycle II, and the classical mastery rate rising from 41.67% to 75%. In addition, students’ learning activities improved in terms of mindful learning, joyful learning, and meaningful learning. Thus, the deep learning approach can serve as an alternative instructional strategy to improve learning outcomes and active student engagement in science education in elementary school, although these findings are still limited to the context of a single classroom and require further, broader research.
Co-Authors Ananda Siddiq Huda Cheyeng Ilmi Aulina Rahim Jalilah Azizah Lubis Melvariani Syari Batubara Sahlan Tuah Tiara Angraini Hasibuan