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All Journal Alifbata: Jurnal Pendidikan Dasar Global Education Journal
Enung Hasanah
Universitas Ahmad Dahlan Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of the Deep Learning Approach in Elementary Schools Fitri Afrikasari; Enung Hasanah; Dian Hidayati
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

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The deep learning approach is the latest innovation in the Indonesian education system proposed by the Ministry of Primary and Secondary Education in early 2025. The essence of this approach is to create a learning process that is aware, meaningful, and joyful for students. The purpose of the study is to examine the implementation of deep learning from the way teachers plan, organize, implement, and evaluate deep learning in elementary schools. The research method uses a qualitative method with interview data collection techniques and observation of learning in the classroom. The respondent is an elementary school classroom teacher in the Mantrijeron Yogyakarta Ministry of Education who has implemented deep learning. Thematic data analysis with the help of atlas.ti application 9. The results of the research of elementary school teachers implementing deep learning are still very limited, starting from making a learning plan exactly the same as the example from the ministry, there are no new innovations, learning activities that are just following the directions of the curriculum reference book have not shown creativity independently of the teacher and in terms of organizing students, educators emphasize more on grouping students in learning. A tool to measure the success of deep learning can be done by means of project-based assessments, percentages and self-assessment.
Artificial Intelligence in Inclusive Education: A Systematic Review of Teacher Competencies Ade Putra; Achadi Budi Santosa; Enung Hasanah
Alifbata : Jurnal Pendidikan Dasar Vol 6 No 1 (2026): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

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This study aims to systematically review the competencies required of teachers to implement AI in the context of inclusive education. A systematic review approach was used, referring to the PRISMA 2020 guidelines. Data sources were obtained from the Scopus and Google Scholar databases, covering publications from 2017 to 2025. Of the total 714 articles identified, eight articles met the inclusion criteria and were analyzed thematically. The results of the study show that the application of AI in inclusive education requires mastery of three main dimensions of teacher competence, namely technical foundations, ethical awareness, and inclusive pedagogy. AI has the potential to strengthen personalized learning, foster equitable access, and improve the psychological well-being of students. However, teacher readiness, training limitations, and weak policy support remain major obstacles to its implementation. This study emphasizes the need to strengthen teachers' AI literacy through targeted professional training, education policies that support inclusivity, and ethical governance that is adaptive to technological dynamics. The results of this review are expected to form the basis for the development of policies and programs to improve teacher competence in the era of artificial intelligence.
Co-Authors Achadi Budi Santosa Ade Putra Fitri Afrikasari Hidayati, Dian