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Azmil Hasan Lubis
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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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Conscious Learning Model in Improving Students' Learning Outcomes: A Classroom Action Research at MIN 5 Bone Ferdiansyah; Nahirah
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i2.221

Abstract

In the learning process, there are still many teachers who use the direct learning model with the lecture method, this makes students bored and bored during the learning process, so teachers need to vary the fun learning model according to learning so that students do not feel bored and bored. This study aims to examine the implementation of the Conscious Learning Model in improving students' learning outcomes through Classroom Action Research (CAR). The Conscious Learning Model emphasizes active student engagement, awareness in learning processes, and metacognitive strategies that enable learners to understand not only what they learn but how they learn. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of this study were students from a fifth-grade class at a public elementary school in Indonesia. Data were collected through observation, tests, and documentation to measure changes in student learning outcomes and engagement. The results indicated a significant improvement in student learning outcomes after the implementation of the Conscious Learning Model. In the first cycle, students showed moderate improvement, with several still struggling to articulate learning goals and monitor their understanding. In the second cycle, however, there was a marked increase in students' ability to plan, evaluate, and regulate their learning processes. This was evidenced by higher test scores, increased participation in classroom discussions, and more reflective learning behaviors. The study concludes that the Conscious Learning Model is an effective approach to enhance student learning outcomes, particularly when applied consistently with supportive instructional strategies and reflective teaching practices. The implications of this research suggest that integrating conscious and reflective learning activities into daily instruction can foster more meaningful and self-directed learning experiences for students.
Improving Students' Interest and Ability in Writing Essay through Picture Media at MI Miftahul Huda Kertosono Munir, Fathul; Fathurrahman
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i2.222

Abstract

One of the very important roles of teachers is to create a quality, high-quality and enjoyable learning process. The purpose of this classroom action research is to find out how much impact the increase in student interest in the use of image media is interpreted into a composition. Increasing student interest can be seen from several aspects, namely: student activity, teacher activity and the effectiveness of the learning process, and student achievement scores. The techniques used are the classroom action research approach, observation data collection techniques, and student learning outcome tests. The data obtained from both student activity and student learning outcome scores in cycles I and II in classroom action research can be interpreted as follows; (1) Student interest and ability in learning to write compositions are very good. (2) Image media really helps students in improving their imagination so that they are able to make simple sentences that become the framework of the composition and then develop them again. (3) Students are able to interpret simple sentences by linking the series of images they observe. (4) Students are able to communicate their writing based on the results of observations to their friends and to the teacher. (5) The learning process is more varied so that children become creative, active and enjoyable. (6) Learning is more effective, because it focuses on image media. (7) Learning will be conducive, because students' attention is focused on the provided image media. (8) Teachers can easily evaluate the results of children's activities, especially in terms of student interest and ability. (9) Can be used as a benchmark for subsequent learning.
Implementation of Problem Based Learning Model to Improve Learning Outcomes at SD Negeri Lawe Bulan Suriani, Irma Fitri
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i2.223

Abstract

This classroom action research aims to improve the learning outcomes of fourth-grade students at SD Negeri Lawe Bulan in the topic of "Approaching Puberty" through the implementation of the Problem Based Learning (PBL) model. The study is motivated by the low academic performance observed in students, which fell below the Minimum Competency Standard. The conventional and monotonous learning methods were identified as contributing factors to students’ lack of engagement and understanding, particularly in Islamic religious education, where concepts are often delivered as rote memorization. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data collection techniques included tests, observations, and documentation. The findings indicate that PBL significantly enhanced students' critical thinking, engagement, and learning outcomes. In Cycle I, the average student score was 77.92, while in Cycle II, it increased to 86.28. Student and teacher activities during learning also improved from "good" to "very good" qualifications. The PBL model, by incorporating real-life problems and collaborative learning, created a more meaningful learning experience and promoted students’ active participation. This approach helped students better understand the physical and emotional changes associated with puberty and encouraged them to take responsibility for their learning. The results of this study demonstrate that PBL is an effective instructional model to foster deeper comprehension, critical thinking skills, and improved academic performance in religious education. It also supports the development of independent, creative, and responsible learners.
Principles of Subject-Based Arabic Curriculum Development: Language Skills Integration and Contextual Relevance Siregar, Rahmat Sapaat
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i2.229

Abstract

This article explains that the design and development of the Arabic curriculum is pragmatic, guided by a subject-based curriculum. The method used is a qualitative descriptive method. This curriculum model, not only academic aspects are the center of attention, but also by paying attention to teaching methodologies, learning settings and measurements that are real-time, integrative, and sustainable. Based on the relevance, continuity, flexibility, and integration of language skills (listening, speaking, reading, and writing), the key principles affirmed in this learning to manage and direct learning experiences create contextual adaptive structural learners. Literary attitudes are also arranged in three levels with beginner, intermediate and advanced competency gradients, each offering development that suits the needs of students. As motivation, cultural insight, and speaking and writing skills, literary texts, both poetry and prose in Arabic are used as authentic materials. Integrated content and language learning approach, learning and skill development and language content simultaneously. A theoretical review and study, this study seeks to develop a curriculum that meets the needs of authentic students, contextual relevance, and communicative goals. These findings support the argument that a curriculum guided by clear and flexible principles provides more effective and holistic Arabic teaching.
Improving The Beginning Reading Ability of Elementary School Students with Flip Book Media Using The Syllable Method Rahmawati, Melly; Subiyantoro, Singgih; Purwitasari, Kartika
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 2 (2025): APRIL 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i2.230

Abstract

The problem of low reading ability of first grade students at SD Negeri 2 Mojoharjo, Sukoharjo Regency, is an important concern that needs to be addressed. The lack of students' ability to recognize letters, compose words, and understand simple texts hinders their mastery of basic literacy. This study aims to improve students' initial reading skills by using flip book media with the syllable method. The research approach, namely Classroom Action Research from Kemmis & Taggart, was applied in two cycles, involving 5 grade 1 elementary school students as subjects. Data were collected through observation, interviews and reading tests, then analyzed descriptively quantitatively to see the improvement in students' early reading skills. The results of the study showed that the flip book media with the syllable method was able to provide a significant increase in reading ability after two learning cycles. This study also emphasized the importance of teacher skills in developing creativity in implementing this media. Overall, these findings add insight into the effectiveness of flip book media using the syllable method in early reading learning and can be a reference for educators and policy makers.
Implementation of Debate Learning Strategy to Improve Students' English Speaking Skills at SMA Negeri 1 Kuta Baro Mukminin, Teuku Fahrul; Muliasari
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 3 (2025): JULY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i3.237

Abstract

Speaking skills are a crucial component of English language acquisition, yet many eleventh-grade students at SMA Negeri 1 Kuta Baro still face challenges in fluency, confidence, and argumentation skills. This study aims to test the effectiveness and analyze the process of improving students' speaking skills through the implementation of the Debate Learning Strategy. This study used a Classroom Action Research (CAR) design implemented in two cycles, each consisting of planning, action, observation, and reflection. The subjects were all eleventh-grade students at SMA Negeri 1 Kuta Baro. Data were collected through speaking practice performance tests (pre-test and post-test per cycle) and observation sheets. The results showed a significant improvement in students' speaking skills after implementing the Debate Learning Strategy. Initially, students' average scores were in the low category. After Cycle I, the average score increased, and after Cycle II, with improvements, the average score increased significantly, reaching the school's learning completion target. This improvement is reflected not only in linguistic aspects (accuracy and fluency), but also in non-linguistic aspects, namely students' confidence and activeness in presenting arguments and responding to their interlocutors. Thus, it can be concluded that the Debate Learning Strategy has proven effective as a learning innovation that successfully improved the English speaking skills of 11th-grade students at SMA Negeri 1 Kuta Baro. This strategy is recommended for implementation to create a more interactive and challenging learning environment.
Implementation of the Problem Based Learning Method in Improving Students' Fiqh Learning Outcomes at MA Negeri 2 Tulungagung Masviyah, Farida
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 3 (2025): JULY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i3.238

Abstract

This study aims to implement the Problem Based Learning (PBL) method to improve the learning outcomes of Fiqh in class XI students of MA Negeri 2 Tulungagung. The background of this study is the low learning outcomes of students in Fiqh, which is suspected to be due to conventional learning methods that are less innovative and do not actively involve students. PBL was chosen because it is considered capable of encouraging students to think critically, solve problems, and construct their own knowledge through case studies or contextual problems. This classroom action research (CAR) was carried out in two cycles. Data were collected through observations of teacher and student activities, learning outcome tests, and student response questionnaires. The results showed a significant increase in students' Fiqh learning outcomes after the implementation of PBL. In cycle I, the average learning outcomes showed an increase, and in cycle II, there was a further increase with the percentage of learning completion that had met the success indicators. In addition, student learning activities became more enthusiastic and participatory, and student responses to the PBL method were very positive. Thus, it can be concluded that the implementation of the Problem Based Learning method is effective in improving the learning outcomes of class XI students in MA Negeri 2 Tulungagung.
Implementation of the Inquiry Learning Model to Improve Students' Science Learning Outcomes at MIS Arul Relem Kasidah; Putri, Erlina
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 3 (2025): JULY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i3.239

Abstract

This research addresses the challenge of low student engagement and unsatisfactory achievement in Science (IPA) among fifth-grade students at MIS Arul Relem. The underlying issue identified was the passive learning approach, which contributed to low motivation and poor conceptual understanding. The study aims to determine the extent to which the application of the Inquiry Learning Model can effectively improve these Science learning outcomes. The research employed a Classroom Action Research (CAR) design, conducted over two sequential cycles. The participants were the entire population of fifth-grade students, totaling 25 individuals. Data collection instruments included a pre-test, post-tests for each cycle, and student and teacher activity observation sheets. The success criterion for the intervention was set at an 80% student mastery rate with a Minimum Completeness Criterion (KKM) score of 70. The results demonstrated significant improvement. In the initial pre-cycle phase, the class average score was 60, with only 40% of students achieving mastery. Following the implementation of the Inquiry Learning Model in Cycle I, the class average increased to 75, and the mastery percentage rose to 68%. By the conclusion of Cycle II, the class average reached 82, and the learning mastery dramatically surged to 88%, successfully surpassing the established success criterion. Furthermore, observation data confirmed a noticeable increase in student activity and enthusiasm during the learning process. In conclusion, the Inquiry Learning Model is proven to be a highly effective and appropriate strategy for enhancing Science Learning Outcomes and fostering active participation among fifth-grade students at MIS Arul Relem.
Implementation of Project-Based Learning Model to Improve Student Creativity in Chemistry Subject at SMA Negeri 1 Bakongan Timur Iskandar; Rahman, Eka
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 3 (2025): JULY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i3.240

Abstract

This study examines the application of the Project-Based Learning (PjBL) model to enhance students' creativity in chemistry at SMA Negeri 1 Bakongan Timur. This study was conducted to address the challenges faced by students in demonstrating creative thinking and problem-solving skills during chemistry learning, which often relies heavily on memorization. This study used a classroom action research design implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Participants were 11th-grade students, who were actively involved in project-based activities designed to connect chemistry concepts with real-life applications. Data were collected through observation sheets, documentation of student activities, and a creativity assessment rubric. The study findings indicated that the implementation of the PjBL model significantly enhanced students' creativity as reflected in their ability to generate original ideas, design innovative experiments, and present their projects creatively. Improvement was observed from cycle I to cycle II, where the percentage of students achieving high levels of creativity increased substantially. The results indicate that PjBL not only enriches the learning experience but also fosters independent and critical thinking skills. Therefore, PjBL is recommended as an effective learning model to enhance creativity in chemistry education.
Implementation of Reading Aloud Strategy to Improve Students' Reading Skills in Indonesian Language Learning at SMP Negeri 1 Woyla Musliadi
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 3 (2025): JULY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i3.241

Abstract

This study examines the implementation of the Reading Aloud strategy to improve the reading skills of eighth-grade students at SMP Negeri 1 Woyla. The research was motivated by the observation that many students encounter difficulties in reading fluently and comprehending Indonesian texts, which negatively affects their academic performance. The study employed a classroom action research design carried out in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were 30 students of class VIII, who actively engaged in reading aloud activities designed to enhance pronunciation, intonation, fluency, and comprehension. Data were collected using observation sheets, performance assessments, and teacher field notes. The results showed that the Reading Aloud strategy significantly improved students’ reading ability. In the first cycle, only a limited number of students achieved the minimum fluency and comprehension criteria, while the majority still faced challenges. After adjustments in teacher guidance and reading practice, cycle II demonstrated a substantial increase in performance. Students became more confident in reading aloud, their pronunciation and intonation improved, and comprehension scores rose markedly. The findings indicate that Reading Aloud is an effective strategy to support reading skill development in Indonesian language learning. Therefore, this strategy is recommended for teachers seeking to improve students’ fluency and comprehension through engaging and interactive classroom activities.

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