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Harun Joko Prayitno
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Journal of Deep Learning
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : 31107591     DOI : 10.23917/jdl
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
The Journal of Deep Learning is dedicated to advancing research on deep learning as a methodological approach in education and AI-based technological development. We emphasize deep learning integrated with artificial intelligent (AI) that fosters meaningful, joyful, and mindful education—rooted in authentic, holistic learning experiences that support students’ spiritual, cognitive, social, and emotional development. 1.⁠ ⁠Fostering Mindful Education Practices We seek contributions that explore how deep learning methodologies can cultivate mindfulness in educational settings. This encompasses promoting self-awareness, reflective practices, metacognition, and emotional regulation to support holistic student development. 2.⁠ ⁠Deep Learning for Meaningful Education We invite articles that examine how deep learning methodologies such as inquiry-based learning, problem-based learning, and project-based learning support students in constructing meaningful knowledge. Studies may focus on developing students’ critical thinking, conceptual understanding, and ability to connect new knowledge with real-life contexts. 3.⁠ ⁠Promoting Joyful Learning Experiences We welcome research on how deep learning approaches can foster joy in learning by encouraging curiosity, creativity, and intrinsic motivation. This includes studies on creating engaging learning environments, designing stimulating learning activities, and supporting positive teacher-student interactions. 4.⁠ ⁠Integration of Technology in Deep Learning Pedagogy We encourage studies that examine how technology such as learning management systems, digital tools, and educational apps can be used to support deep learning methodologies. Submissions should highlight how technology enhances or challenges the implementation of deep, meaningful, joyful, and mindful learning. 5.⁠ ⁠Evaluation and Assessment of Deep Learning Outcomes We welcome research on effective evaluation and assessment strategies aligned with deep learning approaches. This includes authentic assessment, formative assessment, and performance-based tasks that capture students’ understanding, creativity, and reflective abilities.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
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Search results for , issue "vol. 2, no. 1, june 2026" : 9 Documents clear
Development of Learning Materials Based on Meaningful Learning as an Effort to Foster Green Behavior in Elementary Schools Bayu Sapto Nugroho; Harun Joko Prayitno; Ratnasari Dyah Utami; Eko Purnomo; Arif Jamali
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11559

Abstract

This study aims to develop a learning device based on meaningful learning as an effort to foster green behavior among elementary school students, specifically at SD Negeri Gumpang 01. The background of this research is rooted in the importance of primary education in instilling environmental awareness and responsible behavior from an early age. The meaningful learning approach was chosen because it allows students to connect new knowledge with their existing experiences or prior knowledge, making the learning process more meaningful and contextual to everyday life. The research method employed is research and development (R&D) using a modified Borg & Gall development model. The development process includes needs analysis, planning, product development, expert validation, revision, and limited trials. Data collection instruments consist of expert validation sheets, student and teacher response questionnaires, as well as observations of learning implementation and student green behavior indicators. The results show that the developed learning devices—consisting of lesson plans (RPP), student worksheets (LKPD), and teaching materials—are highly valid and feasible for classroom use. Furthermore, the implementation of these devices improved students’ understanding of environmental issues and encouraged behavioral changes toward green behavior, such as disposing of waste properly, conserving energy, and caring for school plants. Therefore, learning tools based on meaningful learning have proven effective in supporting the formation of green behavior in elementary school settings. This study recommends the systematic integration of environmental education values into daily teaching and learning activities in primary schools.
Policy–Practice Gap in Teacher Career Development: Implications for Motivation and Educational Quality in Private Junior Secondary Schools Murwanto Setyo Nugroho; Harun Joko Prayitno; Indri indri; Cuk Taruna Hendrajaya; Iwan Junaedi
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11634

Abstract

This study aims to critically analyze the implementation of teacher career development policies in private junior secondary schools in Sukoharjo Regency and their impact on teacher motivation and educational quality. This study employs a qualitative approach with a case study design, involving teachers, school principals, and school supervisors as key informants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña framework. The findings reveal a significant gap between formal policies and their implementation (policy–practice gap), where policies tend to be administrative in nature and lack sustainable evaluation mechanisms. Furthermore, power structures dominated by school foundations and the weak application of meritocratic principles result in promotion and career development processes that are not based on performance and competence. These conditions lead to declining motivation, low organizational commitment, and a high intention among teachers to leave. More broadly, the weak career development system contributes to stagnation in instructional innovation and declining educational quality. This study highlights the importance of policy reform oriented toward transparency, meritocracy, and continuous professional development. The findings are expected to serve as a basis for developing more equitable, contextual, and sustainable teacher career development policies, particularly in the private education sector.
Joyful Learning: Implementation and Its Impact on HOTS for Elementary School Students Nurul Hidayati Zahro; Harun Joko Prayitno; Sarilan; Dhina Cahya Rohim
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11846

Abstract

21st-century learning demands that students possess higher-order thinking skills (HOTS), yet practices in elementary schools still largely utilize conventional methods that do not support the development of these abilities. This study aims to describe the implementation of the joyful learning approach at State Elementary School 3 Banjarejo and analyze its impact on students' HOTS. The study used a mixed-methods approach with an embedded concurrent design, involving 15 fifth-grade students. Data were collected through observation, interviews, and HOTS tests before and after the treatment. The results showed that the joyful learning approach was implemented contextually through various participatory activities such as educational games, discussions, creative projects, and role-playing. This implementation created a fun, child-friendly learning atmosphere and encouraged active student engagement. Quantitative data analysis showed a significant increase in HOTS scores, with an average gain score of 0.44 and the highest increase in the creativity indicator. In conclusion, the joyful learning approach is effective in improving elementary school students' higher-order thinking skills, even in the context of rural schools with limited facilities.
Challenges, Prospects, and Strategic Integration of Deep Learning for Enhancing Digital Literacy in Primary Education Wicaksana, Anfa Muarif; Prayitno, Harun Joko; Uslan, Uslan; Malonisio, Manuel
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11856

Abstract

The advancement of artificial intelligence technologies, particularly deep learning, offers new opportunities for transforming education, including efforts to enhance digital literacy at the elementary school level (SD/MI). However, the implementation of this technology is accompanied by various complex challenges, encompassing technical, pedagogical, and policy-related aspects. This study aims to comprehensively examine the challenges, prospects, and the need for strategic integration in the application of deep learning to improve students’ digital literacy in primary education. The study employs a library research method with a descriptive qualitative approach, analyzing relevant scientific literature published within the last five years (2020–2025). The data were analyzed using content analysis techniques to identify patterns related to the implementation of deep learning in elementary education. The findings reveal that the main challenges include limited technological infrastructure, low levels of teacher competence, misalignment of pedagogical approaches, as well as ethical and data security concerns. On the other hand, deep learning demonstrates significant potential in supporting personalized, adaptive, and data-driven learning, as well as in enhancing student engagement and the quality of digital literacy. Furthermore, the successful implementation of this technology depends on strategic integration among technological, pedagogical, human resource, and policy dimensions. This study provides a conceptual contribution to understanding the dynamics of deep learning implementation in primary education and offers practical implications for developing contextual and sustainable technology-based learning innovations. Future research is recommended to conduct empirical studies to evaluate the effectiveness of deep learning implementation in real classroom settings.
A STEAM-Integrated Deep Learning Model with Design Thinking to Improve Elementary Students’ Critical Thinking Skills Nur Luthfi Rizqa Herianingtyas; Rosbanon Dewi; Asep Ediana Latip
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11914

Abstract

This study aims to analyze the effect of implementing deep learning integrated with STEAM-based pedagogical practices and Design Thinking on improving elementary school students’ critical thinking skills. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 63 fifth-grade students from SD Negeri Rahayu, divided into an experimental group and a control group. The research instrument was an essay-based test that had been validated and tested for reliability to measure students’ critical thinking skills. Data analysis included tests of normality, homogeneity, an independent samples t-test, and N-gain analysis. The results revealed a significant difference between the experimental and control groups, with a significance value of 0.000 (p < 0.05). The average post-test score of the experimental group was higher than that of the control group, indicating a more optimal improvement. The N-gain analysis showed that the experimental group fell into the moderate category, while the control group was categorized as low. These findings indicate that deep learning integrated with STEAM and Design Thinking is more effective in enhancing students’ critical thinking skills. From a pedagogical perspective, the stages of Design Thinking empathize, define, ideate, prototype, and test encourage active student engagement in analysis, evaluation, and reflection processes. The integration of STEAM also provides a holistic, contextual, and multidisciplinary learning experience. Therefore, this approach has the potential to serve as an innovative alternative for 21st-century learning in developing higher-order thinking skills among elementary school students.
Implementation of Deep Learning Strategies for Developing Empathy and Collaboration Students Retno Megawati; Harun Joko Prayitano; Fajar Riza Ul Haq; Oman Suryaman
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.12031

Abstract

The aims of this study is to explore how the implementation of deep learning strategies to foster empathy and collaboration among second-grade elementary school students. Anchored in Vygotsky's Sociocultural Theory and the Social Emotional Learning (SEL) framework, the research focuses on how project-based and inquiry-based learning approaches contribute to the development of students’ social-emotional skills. The primary objective is to examine how these pedagogical strategies create meaningful learning experiences that nurture students’ ability to understand others’ perspectives and work cooperatively with peers. The study also explores the teacher’s role in facilitating deep learning through guided interaction within the Zone of Proximal Development (ZPD), where support is tailored to students’ developmental readiness. Data were collected through classroom observations, semi-structured interviews, and analysis of student-created learning artifacts. Thematic analysis revealed that deep learning strategies provide authentic contexts for social interaction, enabling students to engage in perspective-taking and constructive collaboration. As a result, students exhibited notable growth in their ability to empathize and collaborate, indicating that well-structured, emotionally responsive instruction can enhance both cognitive and interpersonal development in early primary education.
Integrating Technical Skills, Soft Skills, and Digital Technology in Culinary Vocational Education: A Deep Learning Model for Industry 5.0 Herlina Tri Wulandari; Heri Susanto; Harun Joko Prayitno; Indri; Bayu Wardhana; Fajar Riza Ul Haq
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.12927

Abstract

The emergence of Industry 5.0 requires vocational education to integrate technical competencies with human-centered skills such as creativity, collaboration, and adaptability, supported by digital technology. However, culinary vocational learning remains fragmented, with these components often developed separately. This study aims to develop an integrative conceptual model to address this gap. This research adopts a qualitative conceptual approach supported by a systematic literature-based synthesis. Data were collected from Scopus, Google Scholar, and SINTA using structured keywords. The selected studies were analyzed through content analysis and thematic synthesis to identify key components and relationships for model development. The study proposes the Integrated Culinary Deep Learning Model (ICDLM), which consists of four core dimensions: culinary technical skills, soft skills (creativity and collaboration), digital technology integration, and project-based learning. These components are structured as an interconnected system that enables holistic and meaningful learning. The findings indicate that integrative approaches are more effective than fragmented methods in developing higher-order competencies such as critical thinking, adaptability, and innovation. Theoretically, this study contributes an integrative framework for vocational education. Practically, the ICDLM model provides guidance for designing adaptive and industry-relevant culinary learning. Future research is recommended to empirically validate the model.
Teacher Readiness for Deep Learning Implementation in Indonesian Education: A Systematic Narrative Review of Dimensions, Barriers, and Enabling Factors Waloyo Waloyo; Harun Joko Prayitno; Toni Toharudin; Yuli Rahmawati
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.13100

Abstract

The transformation of twenty-first century education requires a shift from rote-based instruction toward deep learning that fosters critical thinking, creativity, and meaningful understanding. In Indonesia, this shift aligns with national reforms such as Merdeka Belajar. However, its success depends on teachers’ readiness to implement deep learning practices. This study aims to analyze the dimensions, barriers, and enabling factors of teacher readiness in this context. This study employs a systematic narrative review with thematic analysis of literature published between 2019 and 2025, sourced from Google Scholar, Scopus, DOAJ, and ERIC. From 127 identified articles, 35 studies met the inclusion criteria and were analyzed. The analysis is guided by three dimensions of readiness: cognitive (pedagogical knowledge), practical skills, and institutional support. The findings indicate that Indonesian teachers generally exhibit strong cognitive readiness but face challenges in practical implementation, particularly in designing authentic assessments and reflective learning activities. Institutional support remains uneven, especially in terms of infrastructure and professional development. Key barriers include limited training, infrastructure disparities, and traditional pedagogical practices, while enabling factors include supportive policies, teacher motivation, and professional learning communities. Comparative analysis shows that Indonesia performs relatively well in pedagogical knowledge but lags in practical readiness and institutional support compared to international contexts. In conclusion, enhancing teacher readiness requires an integrated approach that strengthens practical competencies and systemic support to achieve sustainable deep learning implementation.
Deep Learning Approach: Potentials and Challenges in Indonesian Education Izza Hanifa Astono; Sri Endah Wahyuningsih; Sri Handayani
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.14135

Abstract

The transformation of education in the era of globalization and the Industrial Revolution 4.0 requires a paradigm shift from memorization-based learning toward approaches that emphasize deep understanding, active engagement, and the development of twenty-first century skills. The Deep Learning approach has emerged as a relevant pedagogical strategy to address these challenges in both academic and vocational education contexts. This study aims to comprehensively review the conceptual foundations, theoretical frameworks, empirical effectiveness, and the role of technology in implementing Deep Learning within Indonesia’s educational ecosystem. This research employs a literature review method by examining a range of scholarly articles and relevant policy documents, with a focus on deep learning practices, higher-order thinking development, and the integration of educational technologies. The findings indicate that the Deep Learning approach is supported by robust theoretical frameworks, such as the Deep Mathematical Thinking (DMT) model, which emphasizes conceptual connectivity, intrinsic motivation, and metacognition. Empirical evidence further demonstrates that the implementation of Deep Learning significantly enhances learning outcomes, cognitive engagement, and students’ conceptual understanding. Within vocational education, the integration of simulation technologies under the frameworks of Deep Learning and Joyful Learning has been shown to substantially improve students’ practical competencies and the overall quality of learning experiences. This study concludes that the integration of strong theoretical foundations, Deep Learning pedagogy, and adaptive learning technologies constitutes a key driver of effective and sustainable educational reform, aligned with global demands and future-oriented educational transformation.

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