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DEEP LEARNING: Journal of Educational Research
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30901502     DOI : https://doi.org/10.62945/deeplearning
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
DEEP LEARNING: Journal of Educational Research is a peer-reviewed journal published by Mandailing Global Edukasia. DEEP LEARNING: Journal of Educational Research is a journal that discusses everything related to significant new research findings related to research in the scope of education, including Education and Learning, Curriculum Development, Learning Environment, Teacher Education, Educational Technology, and Educational Development. DEEP LEARNING: Journal of Educational Research publish research articles that are comprehensive by involving reviewers from leading and competent experts in their fields. Incoming articles will be selected based on the best scientific studies, provide important renewal values, and are very interesting to the public in the field of education. DEEP LEARNING: Journal of Educational Research was first published in 2025 and is published regularly fourth a year, namely in January, April, July and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 38 Documents
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Improving Student Learning Motivation in Islamic Education Learning Using an Activity-Based Approach at SD Negeri Inpres Baralau Ernawati, Sri
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.196

Abstract

This study investigates the effectiveness of an activity-based approach in enhancing students' learning motivation in Islamic Education at SD Negeri Inpres Baralau. Learning motivation is a critical factor that significantly influences students’ academic success, particularly in religious education where engagement can be challenging due to traditional and passive instructional methods. The research employed a classroom action research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observation sheets, student questionnaires, and teacher interviews to triangulate findings. The participants involved were 32 students in Grade V during the 2024/2025 academic year. The findings revealed a marked improvement in students’ motivation following the implementation of activity-based learning strategies, including group discussions, role-playing, games, and creative project assignments related to Islamic values. Quantitative data showed a significant increase in students’ motivation scores, rising from an average of 62.3 in the pre-cycle to 76.8 in the first cycle and 85.4 in the second cycle. Qualitative observations supported these results, indicating higher levels of enthusiasm, participation, and sustained attention during lessons. This research highlights that integrating interactive and student-centered learning activities into Islamic Education can foster a more engaging and motivating learning environment. The study recommends adopting activity-based approaches in primary religious education to cultivate not only students’ interest but also a deeper understanding and internalization of Islamic values. These findings are relevant for educators, policymakers, and curriculum developers aiming to improve educational practices in faith-based learning contexts. Future research may explore the long-term impact of such approaches across different educational levels and cultural settings.
Improving Student Learning Achievement through Group Guidance in Natural and Social Sciences Subjects at MI Maraqitta'limat Lengkok Lendang Harsini
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.197

Abstract

This study aims to investigate the effectiveness of group counseling in improving student achievement in the subject of Natural and Social Sciences at MI Maraqitta’limat Lengkok Lendang. The research is grounded in the growing need for innovative educational approaches that address not only academic content but also students’ motivation, collaboration skills, and personal development. Utilizing a classroom action research (CAR) method, the study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were fifth-grade students who demonstrated low academic performance and limited participation in classroom activities. Data collection methods included tests, observations, field notes, and student interviews. The results indicate a significant improvement in student learning outcomes after the implementation of group counseling. In Cycle I, only 56% of students reached the minimum competency standard, whereas in Cycle II, this number increased to 87%. Furthermore, qualitative data revealed an increase in students’ motivation, self-confidence, and ability to work cooperatively with peers. The findings suggest that group counseling is an effective strategy to enhance not only academic achievement but also affective and social aspects of learning. Therefore, it is recommended that educators consider incorporating group counseling techniques into their teaching practices, especially in subjects that require critical thinking and interpersonal skills. This research contributes to the broader discourse on holistic education and offers practical implications for teachers, school counselors, and educational policymakers aiming to foster inclusive and supportive learning environments.
Implementation of Scaffolding Method to Improve Student Learning Outcomes on Praiseworthy Moral Material at MIS Asasul Islam Sulaeman, Wono; Suryani, Yani; Faqori, Yudha Bima; Mawati, Yelmi
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.198

Abstract

Character education is essential in developing students’ morals, particularly in elementary schools. This study examines the implementation of the scaffolding method to improve learning outcomes on commendable morals among second-grade students at MIS Asasul Islam. Scaffolding is a teaching strategy that offers gradual support based on students’ needs, enabling them to understand concepts independently. The teacher acts as a facilitator by providing guidance, open-ended questions, and real-life examples relevant to students’ daily experiences. Using a qualitative descriptive approach, data were collected through observations, interviews, and analysis of student learning outcomes. The results show that the scaffolding method significantly enhanced students’ understanding of commendable morals. Indicators of improvement include increased student participation, the ability to apply moral values in everyday life, and higher test scores. Additionally, students demonstrated greater confidence in expressing opinions and reduced dependence on the teacher. The scaffolding method also contributed to a more interactive and student-centered learning environment, encouraging active engagement and boosting learning motivation. Students became more involved in building their own understanding, which supports the development of independent learning skills. Despite its effectiveness, the study found challenges in addressing diverse student abilities, requiring differentiated support strategies. Therefore, successful implementation demands careful planning and teacher expertise in adjusting the level of assistance. Overall, scaffolding is a promising method for enhancing character education in early learning settings.
Strengthening Students' Faith and Piety through Learning Asmaul Husna Al-Hafiz at SD Negeri 091307 Nagahuta Ariani, Juliatri; Ferawati; Silalahi, Johor M; Mulyani, Sri; Lubis, Salmah
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.199

Abstract

This study aims to explore the effectiveness of integrating Asmaul Husna Al-Hafiz into religious education to strengthen students' faith and piety at SD Negeri 091307 Nagahuta. In an era of rapid globalization and technological advancement, character education rooted in spiritual values has become increasingly essential. Asmaul Husna, the 99 beautiful names of Allah, embodies divine attributes that, when internalized by students, can foster a deeper understanding of Islamic values, enhance moral conduct, and build stronger spiritual awareness. Using a qualitative descriptive method, this research involved classroom observations, interviews with teachers and students, and document analysis to examine the implementation and impact of Asmaul Husna Al-Hafiz learning in daily classroom activities. The results indicate that the structured and consistent recitation, memorization, and reflection on the meanings of Asmaul Husna significantly contribute to shaping students’ religious character, promoting positive behavior, and increasing engagement in religious practices. Teachers reported improved student discipline, respectfulness, and emotional self-regulation, while students expressed a deeper connection with their faith and a greater sense of peace and purpose. This study suggests that incorporating Asmaul Husna in religious learning is a practical and impactful strategy to nurture students’ faith and piety from an early age. The findings provide valuable insights for educators, curriculum developers, and policymakers seeking to reinforce spiritual development as a core component of primary education.
Implementation of Game Methods to Increase Students' Interest and Understanding in Learning Aqidah Akhlak at MIS Mathla'ul Anwar Muruy Nurajizah, Yayu; Hidayati, Yani
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.201

Abstract

This study aims to analyze the effectiveness of game-based methods in enhancing students' interest and understanding of Aqidah Akhlak learning, particularly in the Asmaul Husna material, in the 3rd grade of MIS Mathla'ul Anwar Muruy.The study of Aqidah Akhlak is often considered less interesting by students, so innovative strategies are needed to enhance their learning motivation.The game method is applied as a solution to create a more interactive and enjoyable learning atmosphere. This study used a quantitative approach with data collection techniques through pre-test, post-test, observation, and questionnaire. Data analysis was conducted using the paired sample t-test statistical test to measure the significance of the increase in student understanding before and after the application of the game method. The results showed a significant increase in students' understanding after the method was applied, with the average post-test score increasing compared to the pre-test. Observation during the learning process also showed that students were more active, enthusiastic, and easier to remember and understand the meaning of Asmaul Husna. In addition, the questionnaire results revealed that 90% of students felt more interested in learning with the game method than the conventional method. In addition to the impact on academic understanding, the game method also has a positive social contribution. Students are more actively interacting, cooperating, and communicating with friends and teachers during the learning process. Thus, this method not only improves cognitive aspects but also affective aspects in Aqidah Akhlak learning. This study recommends the wider use of game methods in Islamic learning and the development of more innovative game variations so that they can be applied at various levels of education.
Small Group Discussion Strategies Reviewed to Improve Student Learning Outcomes in Civics Learning at MI Sultan Agung Rustyaningsih, Wahyu
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.202

Abstract

This study aims to examine the effectiveness of small group learning strategies in improving student learning outcomes in Civics Education at MI Sultan Agung. Civics, as a subject, plays a crucial role in shaping students' character, sense of responsibility, and awareness of democratic values. However, traditional teaching methods often result in passive student participation and low academic performance. To address this issue, this research implemented a classroom action research (CAR) approach consisting of two cycles, each comprising planning, action, observation, and reflection. The subjects of the study were fifth-grade students at MI Sultan Agung, totaling 28 participants. Data collection techniques included observation, tests, and documentation. The findings indicate a significant improvement in student learning outcomes after applying small group learning strategies. In the first cycle, the average student learning outcome reached 68.21, with 60.71% of students achieving the minimum mastery criterion (MMC). In the second cycle, the average score increased to 82.14, with 89.29% of students achieving the MMC. Furthermore, student engagement and participation in the learning process showed marked improvement, indicating that small group strategies promote collaboration, active learning, and critical thinking. These results support the conclusion that small group learning is an effective pedagogical approach for enhancing both cognitive and affective learning outcomes in Civics Education. This study contributes to the growing body of research advocating for student-centered learning environments and highlights the importance of interactive teaching methods in primary education. The implementation of small group learning is recommended as a sustainable strategy to improve educational quality, particularly in the context of civic education, where active student involvement is essential. Future research may explore the long-term impact of this strategy and its application across different subjects and educational settings.
Improving Students' Understanding of the Essence of the Muhkamat and Mutasyabihat Verses at SD Negeri 381 Tabuyung Supriana
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.203

Abstract

This research aims to explore effective methods for improving students' understanding of the essence of Muhkamat and Mutasyabihat verses in the Quran at SD Negeri 381 Tabuyung. Muhkamat verses, known for their clear and unambiguous meanings, and Mutasyabihat verses, which require deeper interpretation, are essential components of Islamic teachings. However, students at the elementary school level often face challenges in comprehending these verses due to their abstract nature and complex interpretations. This study investigates the use of various teaching strategies, including interactive discussions, visual aids, and contextual examples, to enhance students' ability to understand both types of verses and apply them in their daily lives. The findings of this study indicate that a student-centered learning approach, which encourages active participation and critical thinking, can significantly improve students' comprehension of these Quranic verses. By shifting from traditional teacher-led methods to more interactive, inquiry-based learning, students become more engaged and better equipped to analyze the verses. The results suggest that effective teacher-student interactions, coupled with innovative instructional strategies, can foster a deeper understanding of Islamic texts. This research contributes to the development of more effective teaching practices in Islamic education, particularly at the elementary school level, and offers insights into ways to improve religious learning outcomes.
Jigsaw Type Cooperative Learning Model to Improve Students' Cooperation and Tolerance Character at MI Siti Fatimah Tawangrejeni Turen Chasanah, Uswatun; Talib, Uswatun Saidah A.; Zumirddat, Wa Ode; Hasanah, Uswatun
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.204

Abstract

This study aims to analyze the implementation of the Jigsaw Cooperative Learning model in improving the character of cooperation and tolerance of grade 5 students of MI Siti Fatimah, Tawangrejeni, Turen, Malang Regency. The Jigsaw model was chosen because it can encourage positive interactions between students through group-based learning, where each student is responsible for the part of the material that must be delivered to their group members. The research method used is classroom action research (CAR) with a qualitative and quantitative approach. Data were collected through observation, interviews, and questionnaires to students and teachers. The results showed that the implementation of the Jigsaw model significantly improved students' cooperation skills in completing group assignments and increased their tolerance towards differences of opinion. This can be seen from the increasing participation of students in discussions, attitudes of mutual respect, and the ability to resolve conflicts in a more constructive way. The Jigsaw Cooperative Learning model is effective in building students' character of cooperation and tolerance, which is very important in learning based on social values. This model is recommended for teachers to be applied in learning in order to create a more harmonious and collaborative classroom atmosphere.
Improving Understanding and Attitude of Gratitude Using Project Based Learning Model in Islamic Education Learning at SMP Negeri 1 Barumun Baru Nst, Hayatunnisah
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.205

Abstract

This study aims to improve student learning outcomes in Islamic religious education learning using Project Based Learning. This study is a classroom action research that uses four steps, namely planning, action, observation and reflection. The subjects of this study were junior high school students. The data for this study were obtained using test and observation techniques. Tests are used to measure learning outcomes and observations are used to analyze teacher and student learning activities. The data analysis technique used in this study is descriptive statistics by comparing the results obtained with indicators of research success. The results of the study indicate that Project Based Learning can improve student learning outcomes in Islamic religious education learning. This can be seen from the increase in the percentage of student learning completion in each cycle with details of the pre-cycle 48.71%, the first cycle 65.39% and in the second cycle it increased to 89.76%. Thus, the use of Project Based Learning can be used as an alternative to improve student learning outcomes in Islamic religious education learning.
Project Based Learning Model to Improve Students' Critical Thinking Skills in Natural Science Learning at MIS Asy Syafi'iyah Pecangakan Fitrianingsih, Uun; Rahmawati, Wahidah; Hasanah, Uswatun; Khasanah, Uswatun; Rosyida, Vina Nur
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.206

Abstract

The 21st century life is a life without boundaries, globalization, and the exploration of technology is very easy. The digital economy era of the 21st century requires a knowledgeable, skilled, and innovative workforce. Therefore, students must be able to solve problems with superior thinking ability to be ready to plunge into global society. To overcome this challenge, students need to be equipped with 21st century skills that have four main components: digital literacy skills, creative thinking, effective communication skills, and high productivity. In these four components, critical thinking skills are included in the thinking component of creativity. The ability to think critically is very important for students to solve problems that arise with logical reasoning and appropriate solutions. To develop critical thinking skills, it is necessary for teachers to create appropriate learning strategies in schools that contains four pillars of education established by UNESCO: learning to know, learning to do, learning to live together and learning to be. Based on the four pillars, the project based learning model is appropriate to develop student’s critical thinking skills. This is because in the model, students as learning center are given a project-shaped problem and they are required to solve it.

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