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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 48 Documents
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Efforts to Improve the Curiosity of Early Childhood Education Students by Implementing an Inquiry Approach at RA Al-Ma'soem Marni
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.277

Abstract

This study aimed to improve the curiosity of early childhood education students through the implementation of an inquiry-based learning approach at RA Al-Ma'soem. Curiosity is an essential foundation for children’s cognitive development and active learning, yet classroom observations revealed that many students showed low enthusiasm in asking questions, exploring learning materials, and responding critically to teacher stimulation. This research employed Classroom Action Research (CAR) consisting of two cycles, each including the stages of planning, action, observation, and reflection. The participants were 20 students of early childhood education (aged 5–6 years) at RA Al-Ma'soem. Data were collected through observation sheets, teacher field notes, and documentation. The main indicator of success was the percentage of students demonstrating curiosity behaviors, including asking questions, exploring objects, expressing opinions, and responding to learning challenges. The findings showed a significant improvement in students’ curiosity after applying the inquiry approach. In the pre-cycle stage, the average curiosity achievement was 45% (low category). After the implementation in Cycle I, the curiosity level increased to 65% (moderate category). Furthermore, in Cycle II, the curiosity achievement reached 85% (high category), indicating that most students actively engaged in inquiry activities such as observing, questioning, experimenting, and communicating findings. The inquiry approach also increased students’ participation, confidence, and motivation during Islamic learning activities. Therefore, it can be concluded that the inquiry approach is effective in enhancing curiosity among early childhood learners and can be recommended as an innovative learning strategy in Islamic early childhood education institutions.
Efforts to Improve Student Learning Outcomes in Islamic Education Learning by Using Audiovisual Media at SD Negeri Lamtheun Aceh Besar Yusuf, M; Rahmi, Putri
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.278

Abstract

This study aims to improve students’ learning outcomes in Islamic Education (Pendidikan Agama Islam/PAI) through the use of audiovisual media at SD Negeri Lamtheun, Aceh Besar. The research employed Classroom Action Research (CAR) consisting of two cycles, with each cycle including four stages: planning, action, observation, and reflection. The participants were 28 fifth-grade students. Data were collected through learning outcome tests, observation sheets of student learning activities, and teacher performance observation instruments. The results indicated a significant improvement in students’ academic achievement and classroom engagement after the implementation of audiovisual media. In the pre-cycle stage, the average student score was 62.14, with only 11 students (39.29%) achieving the Minimum Mastery Criteria (KKM = 75). After the implementation of audiovisual media in Cycle I, the average score increased to 73.21, with 18 students (64.29%) achieving mastery. Furthermore, in Cycle II, the average score rose to 84.46, and 25 students (89.29%) successfully met the KKM. Observational data also showed improvement in student learning activity, increasing from 61.50% in Cycle I to 86.25% in Cycle II, indicating higher participation, attention, and motivation during the learning process. These findings demonstrate that audiovisual media is effective in enhancing students’ understanding of Islamic Education materials, improving learning motivation, and strengthening learning outcomes. Therefore, audiovisual-based instruction can be recommended as an innovative and effective learning strategy to improve the quality of Islamic Education learning in elementary schools.
Implementation of the Teams Games Tournament Model to Increase Student Learning Motivation in Science Learning at MIN 1 Nagan Raya Nurhalimah; Nurlisna
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.279

Abstract

This study aims to increase students’ learning motivation in science learning through the implementation of the Teams Games Tournament (TGT) cooperative learning model at MIN 1 Nagan Raya. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each including the stages of planning, action, observation, and reflection. The participants were 28 fifth-grade students. Data were collected through learning motivation observation sheets, student motivation questionnaires, interviews, and documentation. The indicators of motivation included students’ attention, participation, persistence, enthusiasm, and learning responsibility during science learning activities. Data analysis was conducted using descriptive quantitative and qualitative techniques by comparing the results of motivation scores across cycles. The findings show that the application of the TGT model significantly improved students’ learning motivation. In the pre-cycle, the average motivation score was 61.42% (low category). After implementing TGT in Cycle I, the motivation score increased to 74.18% (moderate category), indicating a positive change in student engagement and participation. Furthermore, in Cycle II, the motivation score reached 87.36% (high category), demonstrating strong enthusiasm, active collaboration, and greater responsibility in completing science learning tasks. Questionnaire results also confirmed this improvement, with the average student motivation response increasing from 63.10% in Cycle I to 88.20% in Cycle II. The study concludes that the Teams Games Tournament model is effective in fostering a more enjoyable, competitive, and cooperative learning atmosphere, which positively influences students’ motivation in science learning. Therefore, TGT is recommended as an alternative learning strategy to enhance student motivation and classroom learning quality in Islamic elementary schools.
Implementation of the Contextual Teaching and Learning Model to Improve Students' Conceptual Understanding in Science Learning at MIN 5 Lhokseumawe Salma, Putri; Susanti
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.280

Abstract

This study aims to improve students’ conceptual understanding in science learning through the implementation of the Contextual Teaching and Learning (CTL) model at MIN 5 Lhokseumawe. The research employed Classroom Action Research (CAR) consisting of two cycles, with each cycle involving four stages: planning, action, observation, and reflection. The participants were 28 fifth-grade students at MIN 5 Lhokseumawe during the 2024/2025 academic year. Data were collected through conceptual understanding tests, observation sheets of teacher and student activities, and field notes. The indicators of conceptual understanding included students’ ability to explain scientific concepts, classify objects based on characteristics, provide examples of concepts, and apply concepts in daily life contexts. The findings revealed a significant improvement in students’ conceptual understanding after the application of CTL. In the pre-cycle phase, only 10 out of 28 students (35.71%) achieved the minimum mastery criterion (MMC = 75), with an average score of 68.21. After the implementation of CTL in Cycle I, the number of students who achieved mastery increased to 18 students (64.29%) with an average score of 75.46. Furthermore, Cycle II showed stronger improvement, with 25 students (89.29%) achieving mastery and the average score rising to 84.32. Observation results also indicated improvements in learning engagement, where student activity increased from 70.15% in Cycle I to 87.60% in Cycle II, while teacher performance improved from 76.40% to 90.25%. These results confirm that the CTL model effectively enhances students’ conceptual understanding in science learning by connecting scientific content with real-life situations, promoting active participation, and encouraging meaningful learning experiences. Therefore, CTL is recommended as an effective instructional approach for improving conceptual understanding in science education at the elementary Islamic school level.
Efforts to Improve Students' Creative Thinking Skills by Implementing the Discovery Learning Model in Mathematics Learning at MIN 20 Pidie Jaya Jannah, Rauzatul; Aisara, Intan
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.281

Abstract

This classroom action research aimed to improve students’ creative thinking skills in mathematics learning through the implementation of the Discovery Learning model at MIN 20 Pidie Jaya. The study was conducted due to the low level of students’ creative thinking abilities, particularly in generating diverse solution strategies, developing original ideas, and elaborating mathematical reasoning during classroom activities. The participants consisted of 28 fifth-grade students. The research was carried out in two cycles, each comprising four stages: planning, action, observation, and reflection. Data were collected through creative thinking skill tests, observation sheets of teacher and student activities, and documentation. The indicators of creative thinking assessed in this study included fluency, flexibility, originality, and elaboration. The findings revealed a significant improvement in students’ creative thinking skills after the implementation of Discovery Learning. The average score of students’ creative thinking skills increased from 62.14 in the pre-cycle to 72.86 in Cycle I and further improved to 84.29 in Cycle II. In addition, the percentage of students achieving mastery learning increased from 42.86% in the pre-cycle to 67.86% in Cycle I and reached 89.29% in Cycle II. Observation results also showed improvement in student engagement and participation, where the average student activity score increased from 70.00% in Cycle I to 88.00% in Cycle II. These results indicate that the Discovery Learning model effectively enhances students’ creative thinking skills in mathematics learning by encouraging active exploration, problem-solving, and concept discovery. Therefore, Discovery Learning is recommended as an alternative instructional model to foster creativity and higher-order thinking skills in elementary mathematics classrooms.
Efforts to Improve Students' Logical Thinking Skills by Applying the Problem-Based Learning Model to Mathematics Learning at MIN Payaseunara Rosdiah; Riany, Helvia
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.282

Abstract

This classroom action research aimed to improve students’ logical thinking skills in mathematics learning through the implementation of the Problem-Based Learning (PBL) model at MIN Payaseunara. The study was conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected using logical thinking skill tests, observation sheets of teacher and student activities, and field notes. The indicators of logical thinking measured included reasoning ability, problem analysis, systematic solution planning, and conclusion drawing. The findings showed a significant improvement in students’ logical thinking skills after the implementation of PBL. In the pre-cycle stage, the average score of students’ logical thinking ability was 59.21, with only 39.29% of students achieving the minimum mastery criterion. After the implementation of PBL in Cycle I, the average score increased to 70.46 and learning mastery improved to 67.86%. Furthermore, Cycle II demonstrated a more substantial improvement, with the average score reaching 82.14 and mastery learning increasing to 89.29%. Observation results also indicated that teacher activity improved from 72.50% in Cycle I to 90.00% in Cycle II, while student learning activity increased from 68.75% to 88.50%. These results confirm that the PBL model effectively enhances students’ logical thinking skills by encouraging active engagement, collaborative problem-solving, and structured reasoning processes. Therefore, Problem-Based Learning can be recommended as an effective instructional strategy to improve logical thinking competence in elementary mathematics education.
Efforts to Improve Student Learning Outcomes by Implementing the Project Based Learning Model in Islamic Education Learning at SD Negeri 2 Baktiya Muzakkir; Abdullah
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.283

Abstract

This study aims to improve students’ learning outcomes in Islamic Education learning through the implementation of the Project Based Learning (PjBL) model at SD Negeri 2 Baktiya. The research employed a Classroom Action Research (CAR) design conducted in two cycles, consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected through learning outcome tests, observation sheets of student learning activities, and teacher performance evaluation instruments. The results indicated a significant improvement in students’ learning outcomes after applying the PjBL model. In the pre-cycle stage, only 11 students (39.29%) achieved the minimum mastery criterion (MMC), with an average score of 64.21. After the implementation of PjBL in Cycle I, the number of students achieving mastery increased to 18 students (64.29%), with an average score of 72.46. Furthermore, Cycle II showed a more substantial improvement, where 25 students (89.29%) achieved mastery and the class average score increased to 82.14. Observational data also revealed that students’ learning engagement improved from 61.50% in Cycle I to 84.75% in Cycle II, indicating that PjBL effectively enhanced students’ participation, collaboration, and critical thinking skills. Teacher performance also improved from 70.25% in Cycle I to 88.10% in Cycle II. These findings demonstrate that the Project Based Learning model is effective in improving student learning outcomes in Islamic Education, as it encourages active learning, problem-solving, and meaningful learning experiences. Therefore, PjBL is recommended as an innovative instructional approach to enhance student achievement and engagement in Islamic Education at the elementary school level.
Improving Student Learning Outcomes by Implementing the Numbered Heads Together Model in Islamic Education Learning at SD Negeri Seumantok Nurfadhilah; Diana
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 4 (2025): OCTOBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i4.284

Abstract

This study aims to improve student learning outcomes in Islamic Education learning through the implementation of the Numbered Heads Together (NHT) cooperative learning model at SD Negeri Seumantok. The research employed a Classroom Action Research (CAR) design consisting of two cycles, with each cycle including the stages of planning, action, observation, and reflection. The participants of this study were 26 fifth-grade students. Data were collected through learning outcome tests, observation sheets of teacher and student activities, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ learning outcomes after the implementation of the NHT model. In the pre-cycle, the average student score was 62.15, with only 38.46% of students achieving mastery learning. After the implementation of NHT in Cycle I, the average score increased to 72.30, and the mastery learning percentage rose to 65.38%. Furthermore, in Cycle II, the average score improved to 84.10, with mastery learning reaching 88.46%, indicating that most students had achieved the minimum competency standard. Observation results also revealed improvements in classroom engagement, as student participation increased from 60% in Cycle I to 85% in Cycle II, while teacher performance improved from 70% to 90%. These findings demonstrate that the Numbered Heads Together model effectively enhances student learning outcomes by promoting active participation, collaboration, and responsibility in group learning. Therefore, the NHT model is recommended as an effective instructional strategy for improving Islamic Education learning outcomes in elementary schools.

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