Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Innovate, Inovation Teaching And Learning
Nur Aisyah Zainal
Unknown Affiliation
Education Social Sciences

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Ful-Ful Approach: Becoming a Mindful, Meaningful, and Joyful Learner Through Deep Learning Saputra, Hardika; Nur Aisyah Zainal
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.124

Abstract

This research explores the concept of the Ful-Ful approach in deep learning, which integrates three key elements: Mindful Learning, Meaningful Learning, and Joyful Learning. The study aims to systematically review existing literature from the past five years to understand the contribution of these elements in enhancing deep learning processes. The Systematic Literature Review methodology is employed to identify, evaluate, and synthesize relevant studies. The findings highlight that Mindful Learning promotes focused attention and emotional regulation, while Meaningful Learning fosters deeper engagement by linking new knowledge to real-life contexts. Joyful Learning creates a positive and motivating learning environment that boosts intrinsic motivation. The integration of these three elements contributes significantly to a more effective and engaging learning experience. The research underscores the importance of incorporating these elements in educational practices to foster holistic and deep learning outcomes.
Reconstructing Didactic Paradigms through Collaborative Knowledge Practices Zainuddin, Ahmad; Nur Aisyah Zainal
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.143

Abstract

This study investigates the reconstruction of didactic paradigms through collaborative knowledge practices in Indonesian higher education institutions undergoing pedagogical transformation. The research background centers on the inadequacy of transmission-oriented didactics in preparing graduates for collaborative and knowledge-intensive professional environments. Employing a qualitative phenomenological approach, data were collected from 28 participants across four universities through in-depth interviews, classroom observations, and reflective journals over ten months. Findings reveal three principal dimensions of paradigm reconstruction: the emergence of dialogic authority, the co-construction of disciplinary knowledge, and the development of epistemic agency among learners. The study concludes that meaningful reconstruction of didactic paradigms requires simultaneous shifts in educator identity, institutional culture, and assessment philosophy. These findings contribute theoretical and practical insights for curriculum designers, educational policymakers, and teacher educators committed to advancing collaborative and transformative learning cultures.
Co-Authors Ahmad Zainuddin Hardika Saputra