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All Journal JPLED Jurnal Akademik Pengabdian Masyarakat
Purnama Agustini
Universitas PGRI Sumenep
Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PEMBELAJARAN MENDALAM SEBAGAI STRATEGI PENGEMBANGAN KOMPETENSI SISWA SDN PANGARANGAN 1 Yeni Puji Astutik; Lini Qinayah; Diva Fazhila; Rifatus Safira; Purnama Agustini; Amrotul Amilia; Putri Putri; Noro Zainur Rohmana
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 3 (2026): Mei
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i3.9595

Abstract

Twenty-first century learning requires the development of students’ critical thinking, creativity, collaboration, and communication skills at the elementary school level. The implementation of the Merdeka Curriculum initiated by the Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi encourages student-centered learning and emphasizes meaningful and in-depth conceptual understanding. This study aims to describe the implementation of deep learning as a strategy for developing student competencies at SDN Pangarangan 1 and to analyze its impact on improving conceptual understanding, critical thinking skills, and collaborative abilities. The study employed a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The research subjects consisted of two classroom teachers and 48 fourth- and fifth-grade students. The findings indicate that the implementation of deep learning improved students’ conceptual understanding, as evidenced by 78% of students being able to explain the material in their own words and relate it to real-life contexts. Additionally, 72% of students demonstrated increased active participation in group discussions and improved critical thinking skills in responding to reflective questions. However, several challenges were identified, including limited instructional time and variations in students’ academic abilities. Overall, deep learning proved to be an effective strategy for developing elementary students’ competencies and is highly relevant to the objectives of the Merdeka Curriculum.
The Effect of Children's Cognitive Development on Learning in Primary Schools Framz Hardiansyah; Ivon Ayunatasari Maimunah Albay; Purnama Agustini; Dani Rifky Fitra Pradana; Moh Ainor Rofiqi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.918

Abstract

This study aims to analyze the influence of children's cognitive development on learning in elementary schools through a systematic literature review approach. The research was conducted by collecting and analyzing national and international journal articles published between 2019 and 2024, focusing on the relationship between cognitive development and learning outcomes in elementary education. Using databases such as Google Scholar and Open Knowledge Maps, 958 articles were initially identified, and after a two-stage screening process, 21 articles were deemed relevant. The findings reveal that cognitive development significantly affects students’ ability to process information, think critically, and apply knowledge in problem-solving contexts. Several key factors influence cognitive development, including learning environment, quality of instruction, nutrition, and social interaction. Teachers who understand the cognitive stages of their students are better able to design effective, engaging, and developmentally appropriate learning activities. Moreover, stimulating environments and balanced nutrition support children’s brain development and learning performance. The study highlights that optimal cognitive development contributes to higher academic achievement, improved social competence, and more effective collaboration in school learning contexts. These findings underscore the need for teachers and parents to create supportive conditions that foster both cognitive and socio-emotional growth in elementary education.
Co-Authors Amrotul Amilia Dani Rifky Fitra Pradana Diva Fazhila Framz Hardiansyah Ivon Ayunatasari Maimunah Albay Lini Qinayah Moh Ainor Rofiqi Noro Zainur Rohmana Putri Putri Rifatus Safira Yeni Puji Astutik