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Ady Akbar
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l. Kandea No.127, Bontoala Tua, Kec. Bontoala, Kota Makassar, Sulawesi Selatan
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INDONESIA
Jurnal Pedagogi dan Inovasi Pendidikan
Published by Universitas Sawerigading Makassar
ISSN : 30895367     EISSN : 30898781     DOI : -
Core Subject : Humanities, Science, Education,
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Pedagogi dan Inovasi Pendidikan uniquely identifies and details important issues regarding pedagogy and innovation in education. As a peer review forum for researchers, educators, and practitioners, the journal accepts papers representing a variety of theoretical perspectives. In particular, the journal is interested in papers that advance new and existing methodological approaches, and constitute innovative work on theory, practice, and research in pedagogy and educational innovation. Papers can relate to all age levels and any environment (formal, non-formal, informal) as long as the paper is related to pedagogy and educational innovation. The journal specifically welcomes several types of research articles: Empirical studies that address important issues in the field of pedagogy and innovation that are directly relevant to advancing education; Critical reports on research and innovation practices in identifying major debates in advancing the quality of pedagogy and educational innovation; Synthetic reviews; New departures in methodological, theoretical, and conceptual case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
 1   2 
Mental Acts Developed in Deep Learning: A Literature Review Mansyur, Mansyur; Firandhi, Vikram Yuda Octa; Sulestry, Andi Indra; Arianti, Isnani; Bahar, Bahar
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 2 (2025): Jurnal Pedagogi dan Inovasi Pendidikan Volume 1 Number 2
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

Deep learning refers to an educational approach that prioritizes conceptual comprehension and the development of higher order thinking skills, as opposed to surface learning which emphasizes memorization of facts. In this context, mental acts as described by Harel serve as crucial internal cognitive processes, including comparing, relating, generalizing, and abstracting, which support the meaningful construction of knowledge. This study applies a systematic review of literature, drawing on sources from international journals, nationally accredited journals, academic books, and conference proceedings. The data were examined through thematic analysis to identify the forms of mental acts, the instructional strategies that facilitate their emergence, and their influence on deep learning. The review reveals that while mental acts play an important role in fostering critical, creative, and metacognitive thinking, much of the existing research still concentrates on instructional strategies, with limited attention to affective and metacognitive dimensions. This article contributes a conceptual synthesis that situates mental acts as the central element of deep learning and proposes an integrated framework to strengthen educational practices for the twenty first century.
Developing Pedagogical Innovation: AI-Based Deep Learning Training in Elementary Education Yulita; Sukristin, Sukristin; Sabaryati, Johri; Akbar, Ady; Sulestry, Andi Indra
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.3 No. 1 2025)
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

Teacher readiness in addressing the challenges of 21st-century education requires a strong understanding of Deep Learning approaches as well as the ability to utilize artificial intelligence technology to enhance instructional quality. This community service program was designed to broaden teachers’ knowledge of the concepts and implementation of Deep Learning, which include meaningful, mindful and reflective, and joyful learning, while simultaneously equipping them with practical skills in the use of digital technology, particularly ChatGPT, as a learning support tool. The training was conducted on 27–28 October 2025 at SD IT Ar Rasyid Makassar with 25 participating teachers. The training methods included material delivery, group discussions, hands-on practice, case studies, and continued mentoring after the face-to-face sessions. Evaluation was carried out through pretests and post-tests, observations of participant engagement, and assessments of learning design outputs developed during the program. The evaluation results indicate improvements in teachers’ understanding of Deep Learning principles, the strengthening of 21st-century competencies, and enhanced ability to design context-based learning with artificial intelligence integration. An increase in the average score from 67.25 to 84.10 demonstrates that this program was effective in enhancing teachers’ capacity to implement more interactive, innovative, and learner-relevant instruction in the digital era. Therefore, this training provides a significant contribution to supporting learning transformation in schools.
Investigating the Impact of the Snowball Throwing Cooperative Learning Approach on Elementary Students’ Social Studies Achievement in Makassar Muhris , Irwan Setiawan; Idham , Afif Zuhdy; Taufik, Taufik
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 1 No. 3 (2025): Jurnal Pedagogi dan Inovasi Pendidikan (Vol.3 No. 1 2025)
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

This study investigates the effect of the Snowball Throwing cooperative learning model on students’ learning outcomes in Social Studies (IPS) among fifth-grade students at SD Negeri Tamalanrea, Makassar, Indonesia. The research employed a true experimental design using the posttest-only control group design. The population comprised 325 students, and a total of 64 students were randomly selected as samples, divided into experimental and control groups. The experimental group received instruction through the Snowball Throwing model, while the control group was taught using conventional methods such as lectures and assignments. Data were collected through learning outcome tests and observation sheets, then analysed using descriptive and inferential statistics with SPSS. The results revealed that students in the experimental group achieved significantly higher posttest scores compared to those in the control group (p < 0.05). This finding indicates that the Snowball Throwing cooperative learning model effectively enhances students’ engagement and academic performance in Social Studies. The study concludes that applying interactive and student-cantered learning models can improve conceptual understanding and social skills among elementary school learners.

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