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Erwin Eka Saputra
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JOURNAL SULTRA ELEMENTARY SCHOOL
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 2716036X     DOI : 10.64690
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
FOKUS AND SCOPE Jurnal Sultra Elementary School focuses on publishing research findings, theoretical studies, and innovative developments in the field of Elementary Education through a multidisciplinary and interdisciplinary approach. The journal aims to broaden academic perspectives and enhance educational practices by integrating various disciplines relevant to the challenges of 21st-century learning. The scope of this journal includes, but is not limited to, the following topics: Innovative learning strategies in elementary education; Literacy and numeracy development to foster critical thinking skills; Character education and the formation of Pancasila student profiles; The use of media and digital technology in teaching and learning; Assessment and evaluation of learning outcomes; Curriculum design and teacher professionalism in elementary schools; Inclusive education and differentiated instruction; Integration of education with psychology, sociology, arts, health, and environmental studies; Social and civic education, including democracy education, youth voter participation, children’s political literacy, and the early development of civic awareness and social responsibility. Through this comprehensive scope, Jurnal Sultra Elementary School serves as an academic platform for researchers, educators, and practitioners to contribute to the advancement of knowledge and the improvement of elementary education that is humanistic, democratic, and sustainable.
Arjuna Subject : Umum - Umum
Articles 127 Documents
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Pembelajaran Ai Pada Sekolah Dasar Di Kolaka Sulawesi Tenggara:  Potensi Dan Tantangan Berdasarkan Studi Literatur Sulfikar Sallu; Erwin Eka Saputra; Chairan Zibar L. Parisu; Hasbi Hasbi
Jurnal Sultra Elementary School Vol 6 No 1 (2025): Edisi Februari 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i1.472

Abstract

Artificial Intelligence (AI) is increasingly being applied in elementary education to improve the quality of learning. This study analyzes the potential and challenges of implementing AI in elementary schools in Kolaka, Southeast Sulawesi, based on a literature study. Using the IMRAD (Introduction, Methods, Results, and Discussion) approach, this study examines various scientific sources related to the benefits and obstacles to implementing AI in elementary education. The results of the study indicate that AI can increase student engagement, enable personalized learning, and assist teachers in providing more effective feedback. However, there are challenges such as teacher readiness, limited infrastructure, and lack of supporting policies. This study emphasizes the need for teacher training, infrastructure development, and policy support so that AI can be optimally implemented in elementary schools. This study provides insights for academics, education practitioners, and policy makers in developing effective AI implementation strategies. Further studies are needed to explore the long-term impacts and the best models for integrating AI in elementary education in Indonesia.
Efektivitas Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (Stad) Untuk Meningkatkan Hasil Belajar Fisika Di SMA Candra Purnama; Suarti Suarti; Suryadi Ishak
Jurnal Sultra Elementary School Vol 6 No 1 (2025): Edisi Februari 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i1.473

Abstract

The Student Team Achievement Division (STAD) cooperative learning model has been widely applied in various disciplines, including physics learning at the high school level. This study aims to analyze the effectiveness of the STAD model in improving physics learning outcomes through literature studies from various relevant studies. The results of the analysis show that the STAD model is able to increase student involvement in learning, strengthen conceptual understanding, and improve learning outcomes significantly compared to conventional methods. The advantage of STAD lies in the structure of group cooperation that encourages active interaction between students, thus creating a more dynamic and enjoyable learning environment. In addition, this model also contributes to improving students' social skills. However, the implementation of STAD requires careful planning and support from teachers so that learning can run effectively. Thus, the STAD model is recommended as one of the effective approaches in physics learning in high school.
Strategi Pembelajaran Mendalam dalam Mengembangkan Kemampuan Membaca dan Menulis Bahasa Indonesia Siswa Sekolah Dasar Wina Wati
Jurnal Sultra Elementary School Vol 6 No 2 (2025): Edisi Mei 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i2.474

Abstract

This study aims to analyze in-depth learning strategies in developing Indonesian reading and writing skills in elementary school students through a literature study approach. Deep learning emphasizes students' active involvement in critical, reflective, and collaborative thinking processes so that they not only understand texts literally but also interpret their meaning and relate them to real-life contexts. This study was conducted by analyzing 15 selected scientific articles published between 2019 and 2024, relevant to the context of Indonesian language learning in elementary schools. The analysis results indicate that the implementation of in-depth learning strategies has a significant impact on improving student literacy, both in terms of reading comprehension and reflective and argumentative writing skills. Teachers play a crucial role as facilitators, encouraging students to think critically through project-based, problem-based, reflective, and collaborative learning models, as well as the integration of digital technology. These strategies have been proven to support the implementation of the Independent Curriculum, which is oriented towards meaningful learning and strengthening the Pancasila Student Profile. Furthermore, in-depth learning also contributes to increasing learning motivation, curiosity, and the development of reflective, creative, and independent student character. Thus, immersive learning strategies are a relevant and effective approach to strengthening elementary school students' Indonesian reading and writing skills in the 21st-century educational era.
Hubungan Antara Pembelajaran Mendalam Dan Pengembangan Karakter Literat Siswa Sekolah Dasar Dalam Mata Pelajaran Bahasa Indonesia Rahmad Taufik
Jurnal Sultra Elementary School Vol 6 No 2 (2025): Edisi Mei 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i2.478

Abstract

The 21st-century education paradigm emphasizes a shift from teacher-centered to student-centered learning that fosters critical thinking, reflection, and character development. This study aims to analyze the relationship between deep learning and the development of literate character in Indonesian language learning at the elementary school level. The research employed a qualitative descriptive literature review method by analyzing ten accredited national journal articles focused on Indonesian language instruction, literacy, and student character formation. The findings reveal that deep learning significantly contributes to developing literate character through reflective, collaborative, and contextual learning activities. Strategies such as project-based learning and contextual teaching and learning effectively enhance students’ critical thinking, empathy, and social responsibility. Furthermore, the integration of the Merdeka Curriculum and the Pancasila Student Profile strengthens the synergy between cognitive and affective aspects of learning. The main challenges in implementation include teachers’ limited competencies, instructional time constraints, and inadequate literacy resources in schools. Therefore, continuous professional development and institutional support are essential to foster a strong literacy culture in primary education. Conceptually, deep learning serves as a foundation for developing literate character that is adaptive, reflective, and grounded in humanistic values.
Peran Guru Dalam Mengembangkan Kreativitas Siswa Melalui Pembelajaran Menulis Di Sekolah Dasar Made Fitriyanti
Jurnal Sultra Elementary School Vol 6 No 2 (2025): Edisi Mei 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i2.479

Abstract

This study aims to describe the teacher’s role in developing students’ creativity through writing instruction in elementary schools. Creativity plays a crucial role in Indonesian language learning as it enables students to express ideas and thoughts in an original, reflective, and meaningful way. This research employs a library research method by reviewing various books, journals, and scientific articles relevant to the topic. The results show that teachers have five main roles in fostering students’ writing creativity: as facilitators, motivators, inspirators, guides, and evaluators. As facilitators, teachers create a conducive learning environment that stimulates creative thinking. As motivators, they build students’ enthusiasm and confidence in writing. As inspirators, teachers provide inspiring examples and writing experiences, while as guides, they assist students in understanding the writing process systematically. Finally, as evaluators, teachers give constructive feedback to improve and appreciate students’ work. These five roles are interrelated and contribute to creating active, reflective, and creativity-oriented writing instruction. The study emphasizes that the success of writing education does not solely depend on teaching strategies but also on teachers’ sensitivity and creativity in facilitating enjoyable and meaningful learning experiences for elementary students.
Peran Pembelajaran Mendalam (Deep Learning) Dalam Meningkatkan Kompetensi Berbahasa Dan Berpikir Kritis Siswa Sekolah Dasar Gita Supyana
Jurnal Sultra Elementary School Vol 6 No 2 (2025): Edisi Mei 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i2.481

Abstract

The development of information and communication technology has driven a paradigm shift in education, particularly in learning strategies oriented toward developing 21st-century competencies. One approach relevant to these demands is deep learning. This learning not only emphasizes cognitive mastery of material but also encourages students to understand meaning, connect concepts, and develop critical and creative thinking skills. In the context of elementary education, deep learning has great potential to improve students' language competencies and critical thinking through activities that encourage analysis, reflection, and meaningful communication. This literature review article aims to review the role of deep learning in improving language skills (listening, speaking, reading, and writing) and critical thinking skills in elementary school students. The method used is a literature review by reviewing various research results from national and international journals published between 2020 and 2025. The results of the study indicate that the application of deep learning can improve the quality of the language learning process through active, collaborative, and reflective student-centered learning strategies. Furthermore, this approach has proven effective in developing critical thinking skills because students are trained to interpret information, evaluate arguments, and generate new ideas. These findings underscore the importance of transforming elementary education toward a deep learning paradigm that supports language acquisition while strengthening children's critical thinking skills.
Implementasi Prinsip Pembelajaran Mendalam (Deep Learning) Dalam Pengajaran Bahasa Indonesia Di Sekolah Dasar Raihan Zarezky Dwidana
Jurnal Sultra Elementary School Vol 6 No 2 (2025): Edisi Mei 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i2.482

Abstract

This study aims to analyze the implementation of deep learning principles in Indonesian language teaching in elementary schools based on a synthesis of sixteen relevant national and international scientific journals. This study was conducted to understand how the concepts of meaningful, reflective, and contextual learning can be applied in Indonesian language learning at the elementary school level, and how deep learning principles play a role in improving students' critical thinking and literacy skills. This study used a literature review method with a descriptive qualitative approach. The results of the study indicate that Indonesian language learning in elementary schools is still dominated by conventional, teacher-centered approaches that emphasize memorization. This results in low levels of students' deep and reflective thinking skills. The application of deep learning principles offers an approach that focuses on conceptual understanding, reflection, collaboration, and contextual application. The concept of deep learning is also in line with the multiliteracy approach and the Merdeka Belajar policy, which requires students to actively construct meaning through various media and contexts. Teachers play a crucial role as facilitators who guide students' in-depth thinking processes. Proper implementation of these principles not only improves linguistic competence but also fosters character, empathy, and higherorder thinking skills. Thus, the application of deep learning can become a new paradigm in teaching Indonesian in elementary schools that is oriented towards the formation of reflective, creative, and character-based learners.
Optimalisasi Keterampilan Berpikir Kritis Dalam Pembelajaran Bahasa Indonesia Melalui Deep Learning Di Sekolah Dasar Rahmita Rahmita
Jurnal Sultra Elementary School Vol 6 No 3 (2025): Edisi Agustus 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i3.487

Abstract

Era of technological disruption demands the emergence of a generation that is not only able to process information but also possesses critical thinking skills. Indonesian Language learning in elementary schools has great potential to serve as the foundation for developing these skills. However, in reality, learning practices in schools often remain focused on memorization and lower-order thinking, which do not sufficiently challenge students’ analytical and evaluative abilities. This study aims to explore strategies for optimizing critical thinking skills in the context of Indonesian Language learning in elementary schools through the implementation of a Deep Learning approach. Deep Learning, which emphasizes deep understanding, conceptual connections, and reasoning, is believed to create meaningful learning experiences. The research method used is a literature study by analyzing various academic sources such as journals, books, and scientific articles published between 2020 and 2025. The findings reveal that Deep Learning can be integrated through several strategies, including: (1) the use of essential questions that stimulate inquiry, (2) the implementation of contextual project-based learning, (3) the utilization of multimodal texts to analyze multiple perspectives, (4) the practice of digital literacy to enhance students’ ability to evaluate the credibility of information, and (5) authentic assessment that measures the process of thinking. The conclusion of this study is that the integration of Deep Learning principles into Indonesian Language learning provides an effective framework for cultivating critical thinking habits from an early age, ultimately preparing students to become lifelong learners and responsible digital citizens..
Efektivitas Pembelajaran Mendalam DalamPenguasaan Kosa Kata Bahasa Indonesia Di Sekolah Nisa Puspita
Jurnal Sultra Elementary School Vol 6 No 3 (2025): Edisi Agustus 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i3.488

Abstract

This study aims to analyze the effectiveness of implementing deep learning in improving Indonesian vocabulary mastery among elementary school students. Vocabulary is a fundamental component of language acquisition, serving as the foundation for communication, reading, writing, and critical thinking skills. In practice, many elementary students still struggle to master vocabulary due to the dominance of rote learning methods that emphasize memorization rather than comprehension. The lack of contextual and meaningful learning experiences causes students to become less motivated and passive in Indonesian language lessons. To address this problem, the research employed a systematic literature review method by analyzing 15 national journal articles relevant to deep learning strategies and vocabulary mastery. The analysis involved identifying objectives, methodologies, results, and conclusions from each study, followed by thematic synthesis to obtain a comprehensive understanding of the effectiveness of deep learning. The findings reveal that deep learning significantly enhances students’ vocabulary retention, reflective thinking, and the connection between word meanings and real-life experiences. The application of visual media such as illustrated word cards, learning videos, and slot boards helps students concretely associate symbols with meanings. Meanwhile, audio media and collaborative activities encourage students to actively speak, listen, and use words in meaningful contexts. Teachers play a crucial role as facilitators, guiding students through reflective and exploratory learning processes that promote deeper understanding. Moreover, deep learning aligns with the principles of the Merdeka Curriculum, emphasizing contextual, student-centered, and reflective learning. Therefore, the implementation of deep learning can be considered an effective pedagogical approach to improving Indonesian vocabulary mastery in elementary schools while fostering literacy, critical thinking, and communication competence among young learners
Pembelajaran Mendalam Sebagai Inovasi Dalam Pengajaran Menyimak Teks Bahasa Indonesia Di Sekolah Dasar Ni Putu Sumertiani
Jurnal Sultra Elementary School Vol 6 No 3 (2025): Edisi Agustus 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v6i3.489

Abstract

This study, entitled "Deep Learning as an Innovation in Teaching Listening to Indonesian Texts in Elementary Schools," aims to describe the effectiveness of the deep learning approach as a pedagogical innovation in improving elementary school students' listening skills. The research method used is a literature study by reviewing various recent scientific sources, such as national and international journals published in the 2023–2025 period. The results of the study indicate that deep learning can significantly improve listening skills by positioning students as active subjects who discover the meaning of the text independently. Through higher-order thinking processes, students not only understand the text's content literally but also interpret implied meanings, assess moral messages, and relate the text's content to personal experiences. This approach creates a collaborative and reflective learning atmosphere, where interaction between students and teacher guidance play a vital role in deepening understanding. In addition, deep learning also increases students' motivation and interest in learning because it provides space for exploration, reflection, and recognition of individual perspectives. The results of previous research support that the application of deep learning is effective in developing active, creative, and responsible learning characters. Thus, this approach is relevant for implementation in Indonesian language learning in elementary schools because it aligns with the spirit of the Independent Curriculum, which emphasizes meaningful learning, critical thinking, and student-centeredness.

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