Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Ode Abdurrachman
Department of Elementary School Teacher Education, Universitas Pattimura
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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

Found 2 Documents
Search

 1 
The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School Lala Sentia Lesnussa; Ode Abdurrachman; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4527

Abstract

Learning about cultural heritage in elementary schools is often less popular due to the presentation being theoretical and less relevant to the students' life context. This study aims to test the effectiveness of the deep learning approach in increasing the learning interest of fifth-grade students at Fena Fafan Private Elementary School 12 in this material. Using a quantitative method with a pre-experimental design (one-group pretest-posttest), this study involved 19 students as a sample. Data were analyzed statistically using a paired t-test and the N-Gain test. The results showed that the deep learning approach significantly increased students' interest and learning outcomes. This was evidenced by the results of the hypothesis test, which showed a significant difference between the pretest and posttest scores (p = 0.000), as well as the N-Gain score of 0.74, which was included in the High category. The implementation of the principles of mindfulness, meaningful, and joyful learning successfully shifted the learning paradigm to be student-centered and created an interactive classroom atmosphere. In addition to increasing motivation and enthusiasm, this approach proved effective in developing 21st-century skills (4Cs) by contextual media and the involvement of local partners. This research provides practical contributions for educators in adopting alternative strategies that can transform theoretical material into in-depth and enjoyable learning experiences.
Deep Learning Approach to Improve Student Learning Outcomes in Social Studies at Elementary School Ferlin Mega Notanubun; Ode Abdurrachman; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4852

Abstract

Social Studies (IPS) learning in fifth graders of Elementary School Lumahlatal is still dominated by a teacher-centered paradigm that impacts low student learning outcomes, so a more active and student-centered alternative approach is needed. This study aims to determine the effectiveness of the implementation of the deep learning approach in improving social studies learning outcomes in fifth graders of Elementary School Lumahlatal. Using a quantitative method with a pre-experimental one-group pretest-posttest design, this study involved 21 students in the even semester of the 2025/2026 academic year as a sample. Data was collected through observation, documentation, and test instruments that had been tested for validity on 15 questions (rcount > 0.456) and had very high reliability (Cronbach's Alpha 0.976). Data analysis using the Shapiro-Wilk normality test showed a normal data distribution (sig. > 0.05). The results of the study showed a significant transformation in student learning completion from 28.60% in the pretest to 100% in the posttest, with an average score increasing from 61.35 to 84.5. An N-Gain score of 0.69 confirmed that this approach was effective in the "Moderate" category. This study proves that the integration of joyful, mindful, and meaningful learning components in deep learning can provide a significant positive impact on material mastery compared to conventional methods, while contributing to the transformation of the learning paradigm to a student-centered one.
Co-Authors Ferlin Mega Notanubun Lala Sentia Lesnussa Leonid Ritiauw