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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 28 Documents
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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.
Deep Learning-Based Learning Strategies in Realizing Meaningful, Critical, and Enjoyable Learning Rizwatul Hasanah; Harun Joko Prayitno; Suni Tuti; Sarilan Sarilan; Velandani Prakoso
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11572

Abstract

This study aims to examine the form and scope of the application of Deep Learning in the Vocational High School (SMK), especially at SMK Mantingan, through a literature study approach. Deep Learning, as part of artificial intelligence, has great potential in the world of vocational education, especially in supporting technology-based learning and improving student competencies in the digital field. This study relies on various literature sources such as scientific journals, books, articles, and relevant documents to examine the concepts, applications, and challenges faced in the integration of Deep Learning in vocational schools. The results of the study show that although the application of Deep Learning in vocational schools, including at SMK Mantingan, is still relatively new and limited, there are great opportunities for development in project-based learning and improving students' digital literacy. The scope of implementation includes the introduction of basic concepts, the use of supporting software, and the use of simple models for educational purposes. This study recommends the need for teacher training, the provision of adequate infrastructure, and collaboration with higher education institutions or industry to expand the application of this technology in vocational schools.
Fundamental Concepts of Deep Learning Principles in Advancing Holistic Education Practices Siti Fatika Alim; Harun Joko Prayitno; Abdul Mu’ti; Anam Sutopo; Weni Hastuti
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11597

Abstract

This research aims to explore the application of the fundamendal concept of deep Learning (DL) in the context of holistic education in Indonesia. The method used is library research by collecting and analyzing information from various relevant written sources. The result show that the implementation of DL, These are three main principles in deep learning, namely mindful, meaningful, and joyful, which are interrelated and contribute to student character building. The mindful principle emphasizes awarness and reflection in the learning process, while the meaningful principle relates the subject matter to the context of student’s lives, and the joyful principles creates a fun learning atmosphere. These three principles not only ain to improve academic understanding, but also support student’s social and emotional development. The research also identifies challenges in implementating DL, including the need for minset change among educators and support of a conducive learning ecosystem. The findings are expected to provide new insights for educators and policy makers in creating a more inclusive and adaptive learning environment.
Reimagining 21st-Century Higher Education: A Literature-Based Exploration of Deep Learning for Cognitive, Social, and Emotional Skill Development Muhammad Affan Baihaqi; Harun Joko Prayitno; Naufal Ishartono; Sri Sat Titi Hamranani; Candra Anugrah Putra; Muhammad Nizaar
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11600

Abstract

The transformation of higher education in the era of global communication demands a paradigm shift in learning that not only focuses on content mastery but also emphasizes the development of higher-order thinking skills and readiness to face 21st-century challenges. This article aims to comprehensively examine the concept, urgency, and implementation strategies of deep learning in higher education. This study employs a qualitative approach through literature review by analyzing various relevant national scientific sources. The findings indicate that deep learning enhances students’ conceptual understanding, cognitive engagement, and the development of social and emotional dimensions in learning. Its implementation strategies include formulating learning objectives based on constructive alignment, utilizing digital technology, applying active learning methods such as Project-Based Learning and flipped classrooms, as well as incorporating authentic assessments. This article recommends the integration of deep learning as a holistic, adaptive, and contextual learning approach to improve the quality of higher education amid global complexities and technological advancements.
Strategies of Deep Learning to Foster Meaningful and Sustainable Education in the 21st Century Wafa Taqiyya; Ratnasari Dyah Utami; Muh Samsuri; Heri Siswanto
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11609

Abstract

The 21st century demands a transformation of learning paradigms that not only focus on academic outcomes but also emphasize the development of critical thinking, collaboration, creativity, and communication skills. This study aims to identify and formulate applicable and contextual deep learning strategies for 21st-century education, as well as to examine their effectiveness in promoting meaningful and sustainable learning. Employing a qualitative approach through literature review, data were collected from various relevant sources. The findings reveal that deep learning strategies—anchored in the principles of Meaningful Learning, Mindful Learning, and Joyful Learning—enhance the quality of interaction among students, learning materials, and teachers. The developed model consists of four stages: contextual exploration, conceptual elaboration, reflection, and action. These strategies are applicable across educational levels and emphasize students' active engagement in the learning process. The results show that the implementation of deep learning contributes to the development of students’ critical thinking, creativity, and adaptability. Furthermore, these strategies strengthen students’ collaborative and reflective capacities, creating a learning environment that is both enjoyable and relevant. The study concludes that deep learning strategies are not only aligned with the demands of modern education but also have the potential to build an inclusive and sustainable learning system. Their implementation supports improved social, economic, and environmental development while preparing young generations to face global challenges. Thus, deep learning serves as a bridge toward educational transformation centered on 21st-century competencies.
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.
Enhancing GTAW Proficiency through ADDIE-Integrated Joyful Lear-ning Simulation: Empirical Insights from Vocational High School Implementation Joko Budi Utomo; Harun Joko Prayitno; Indri Indri; Adi Nur Cahyono; Nunuk Suryani; Ita Nuryana; Muhammad Rohmadi
Journal of Deep Learning Vol. 1, No. 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i2.11661

Abstract

Welding practice learning in vocational schools often faces challenges such as limited equipment, time constraints, and safety risks. This study aims to implement a Welding Simulator using a joyful learning approach to improve students' practical competencies in GTAW (Gas Tungsten Arc Welding) at vocational high school level. The research is part of an ADDIE-based development process, with a focus on the implementation phase. The participants were 34 purposively selected 11th-grade students. Data were collected through practical tests (pre-test and post-test) and student perception questionnaires, analyzed using paired t-tests and descriptive statistics. The results showed a significant improvement in post-test scores compared to pre-test (from 64.2 to 77.35; p < 0.05). Students' perceptions of the media were highly positive, with an average rating of 4.00 out of 5. The simulator effectively enhanced students’ welding skills while creating an engaging and enjoyable learning environment. The study concludes that the joyful learning-based welding simulator is effective as a practical learning tool in vocational education.
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.

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