Implementation of the Deep Learning Approach in Elementary School Mathematics Learning

Sandi Budi Iriawan; Tatat Hartati; Babang Robandi

doi:10.35445/alishlah.v17i4.8834

Implementation of the Deep Learning Approach in Elementary School Mathematics Learning

Sandi Budi Iriawan, Tatat Hartati, Babang Robandi

Abstract

Challenges such as limited facilities, insufficient professional training, and resistance to pedagogical innovation hinder the effective implementation of advanced learning approaches in elementary education. This study aims to analyze how the deep learning approach is implemented in mathematics instruction at the elementary school level. A qualitative research design with a case study method was employed. Participants included 29 elementary school teachers—9 from Pagerwangi I Public Elementary School and 20 from Madrasah Ibtidaiyyah Al-Haq, West Java—selected through purposive sampling. Data were collected using an observation instrument designed to assess the implementation of deep learning practices. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. The findings show that the average teacher competency score in implementing the deep learning approach was 78.06%, categorized as "good." The implementation was structured around three key stages: initial, core, and closing activities. Initial activities focused on student readiness, motivation, and contextual connections. Core activities emphasized conceptual understanding, application, and the development of higher-order thinking skills. Closing activities involved reflection, feedback, assessment, and planning for subsequent learning. The study concludes that teachers demonstrated a solid alignment between deep learning principles and instructional practice. However, achieving optimal implementation requires further development of teachers’ conceptual understanding and emotional and social readiness. Enhancing these areas is essential for sustaining meaningful, mindful, and joyful learning experiences in mathematics education at the elementary level. Future professional development programs should address these dimensions to support continued pedagogical transformation.

Keywords

deep learning; learning activities; teachers’ competency

Full Text:

PDF

References

Adinoto, P. (2019). Pengaruh kegiatan awal pembelajaran, disiplin belajar dan motivasi belajar terhadap prestasi belajar. Jurnal Imiah Pendidikan Dan Pembelajaran, 3(1), 53. https://doi.org/10.23887/jipp.v3i1.17110

Andrews, C. (2025). Slow exams: “Process-oriented” assessment strategies as feminist modernist pedagogy. Feminist Modernist Studies, 8(3), 277–287. https://doi.org/10.1080/24692921.2025.2531717

Anggun, M. S., Fakhruddin, F., Arbarini, M., Subali, B., & Widiarti, N. (2025). Implementing Creative Learning with Technology to Improve Literacy and Numeracy in Primary Schools. Journal of Innovation and Research in Primary Education, 4(3), 430–437. https://doi.org/10.56916/jirpe.v4i3.1299

Apriliyana, N. P. (2025). Transforming Education Through Deep Learning Design: Integrating Four Key Elements in School Practice. Molang: Journal Islamic Education, 3(1), 19–27. https://doi.org/10.32806/jm.v3i1.843

Arvatz, A., Peretz, R., & Dori, Y. J. (2025). Self-regulated learning and reflection: A tool for teachers and students. Metacognition and Learning, 20(1), 15. https://doi.org/10.1007/s11409-025-09415-3

Atmojo, I. R. W., Muzzazinah, M., Ekawati, E. Y., Triastuti, R., Isnantyo, F. D., Sukarno, S., & Ramadian, R. K. (2025). Pelatihan Implementasi Pendekatan Pembelajaran Deep Learning untuk Meningkatkan Kompetensi Pedagogik Guru SD di Kota Surakarta. Jurnal Pengabdian UNDIKMA, 6(1), 123. https://doi.org/10.33394/jpu.v6i1.14507

Badelah, B. (2021). Meningkatkan kemampuan guru melaksanakan kegiatan pendahuluan dalam proses kegiatan belajar mengajar dengan role model menggunakan metode lesson study. ACADEMIA: Jurnal Inovasi Riset Akademik, 1(2), 214–224. https://doi.org/10.51878/academia.v1i2.704

Brookhart, S. M. (2010). , S. M. (. How to Assess Higher-Order Thinking Skills in Your Classroom. ASCD.

Chaojing, M. (2023). A Study on Strategies for Cultivating Higher-Order Thinking Skills in Primary and Secondary School Students. Frontiers in Educational Research, 6(20). https://doi.org/10.25236/FER.2023.062011

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective Teacher Professional Development. Learning Policy Institute.

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Depaepe, F., Verschaffel, L., & Star, J. (2020). Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality. ZDM, 52(2), 179–192. https://doi.org/10.1007/s11858-020-01148-8

Dixit, B., Computer Engineering and Technology, Dr. Vishwanath Karad MIT World Peace University, India, Bedekar, M., Jahagirdar, A., & Sathe, N. (2021). Role of Active Learning Techniques in Development of Problem Solving Skills. Journal of Engineering Education Transformations, 34(0), 670–674. https://doi.org/10.16920/jeet/2021/v34i0/157241

Feriyanto, F., & Anjariyah, D. (2024). Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212. https://doi.org/10.33122/ejeset.v5i2.321

Fitrah, M., Sofroniou, A., Yarmanetti, N., Ismail, I. H., Anggraini, H., Nissa, I. C., Widyaningrum, B., Khotijah, I., Kurniawan, P. D., & Setiawan, D. (2025). Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform. Education Sciences, 15(10), 1344. https://doi.org/10.3390/educsci15101344

Fullan, M., Quinn, J., & McEachen, J. J. (2018). Deep Learning: Engage the World Change the World.

Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699

Hamre, B. K., & Pianta, R. C. (2006). Student–Teacher Relationships. Lawrence Erlbaum Associates.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13

Hendrianty, B. J., Ibrahim, A., Iskandar, S., & Mulyasari, E. (2024). Membangun Pola Pikir Deep Learning Guru Sekolah Dasar. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 12(3). https://doi.org/10.20961/jkc.v12i3.96699

Indrawan, I., & Alim, N. (2022). Implementasi Pembelajaran Akidah Akhlak. Edudeena : Journal of Islamic Religious Education, 6(2), 117–128. https://doi.org/10.30762/ed.v6i2.639

Isnaeni, F., Budiman, S. A., Nurjaya, N., & Mukhlisin, M. (2025). Analysis of the Readiness for Implementing Deep Learning Curriculum in Madrasah from the Perspective of Educators. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(1), 15–30. https://doi.org/10.54069/attadrib.v8i1.841

Johnson, S. N., & Gallagher, E. D. (2021). An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding. Advances in Physiology Education, 45(2), 342–352. https://doi.org/10.1152/advan.00082.2020

King, F. J., Goodson, L., & Rohani, F. (2020). Higher Order Thinking Skills: Definition, Teaching Strategies, and Assessment. Center for Advancement of Learning and Assessment.

Kohtala, C. (2017). Making “Making” Critical: How Sustainability is Constituted in Fab Lab Ideology. The Design Journal, 20(3), 375–394. https://doi.org/10.1080/14606925.2016.1261504

Kropp, J. D. (2024). Reflecting on Using Reflection Exercises to Improve Student Learning and Teaching Effectiveness. Applied Economics Teaching Resources, 22(20), 1–6.

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565829

Mabunda, P. (2023). The implementation of the curriculum and assessment policy statement: School managers’ perspectives and experiences. Perspectives in Education, 41(4). https://doi.org/10.38140/pie.v41i4.6702

Mahardika, Y., & Jaya, C. A. (2025). Persepsi Guru Terhadap Penerapan Deep Learning dalam Kerangka Kerja Pembelajaran Mendalam. Edukasiana: Jurnal Inovasi Pendidikan, 4(3), 1123–1139. https://doi.org/10.56916/ejip.v4i3.1748

Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: A design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 7. https://doi.org/10.1186/s43031-019-0009-6

Nafi, J., & Faruq, D. J. (2025). Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful , Meaningful , and Joyful. Journal of Educational Research and Practice, 3(2). https://doi.org/10.70376/jerp.v3i2.384

Nafi’ah, J., & Faruq, D. J. (2025). Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful. Journal of Educational Research and Practice, 3(2), 225–237. https://doi.org/10.70376/jerp.v3i2.384

Naseer, F., Khan, M. N., Tahir, M., Addas, A., & Aejaz, S. M. H. (2024). Integrating deep learning techniques for personalized learning pathways in higher education. Heliyon, 10(11), e32628. https://doi.org/10.1016/j.heliyon.2024.e32628

OECD. (2018). The Future of Education and Skills: Education 2030 Framework. OECD Publishing.

Oktary, L. H., Zufriady, & Antosa, Z. (2023). Analisis pelaksanaan pembelajaran seni budaya dan prakarya pada masa pasca pandemi di kelas V SDN 138 Pekanbaru. Jurnal Kiprah Pendidikan, 2(3), 218–231. https://doi.org/10.33578/kpd.v2i3.189

Prastyo, Y. D., & Santos, M. H. D. (2025). Pembelajaran Mendalam sebagai Strategi Transformasi Pendidikan: Studi Persepsi dan Aspirasi Guru Indonesia. EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT, 5(1), 1073–1085.

Rao, A. P. C. V. G., & Rao, D. S. (2024). Transformative Approaches In Primary Mathematics Teaching: A Practical Research Study Grounded In Deep Learning Principles. International Journal Of Progressive Research In Engineering Management And Science Electronic Copy Available at: Https://Ssrn.Com/Abstract=4702513 Page, 4(01), 349–399.

Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case Study Method: A Step-by-Step Guide for Business Researchers. International Journal of Qualitative Methods, 18, 1609406919862424. https://doi.org/10.1177/1609406919862424

Rini, C. R. S., & Rahmawati, S. (2025). Learning Innovation with Nature-Based Learning Model at Jogja Green School Elementary School. EDUHUMANIORA: Jurnal Pendidikan Dasar, 17(1), 81—90.

Salmona, M., & Kaczynski, D. (2024). Qualitative data analysis strategies. In D. Kaczynski, M. Salmona, & T. Smith (Eds.), How to Conduct Qualitative Research in Finance (pp. 80–96). Edward Elgar Publishing. https://doi.org/10.4337/9781803927008.00012

Seino, T., & Foster, C. (2021). Analysis of the final comments provided by a knowledgeable other in lesson study. Journal of Mathematics Teacher Education, 24(5), 507–528. https://doi.org/10.1007/s10857-020-09468-y

Shi, H., & Lan, P. (2024). Exploring the factors influencing high school students’ deep learning of English in blended learning environments. Frontiers in Education, 9, 1339623. https://doi.org/10.3389/feduc.2024.1339623

Siswanto, D. H., & Susetyawati, M. M. E. (2024). Comparison of the Effectiveness of Cooperative Learning Models TPS and GI on Students ’ Mathematical Concept Understanding Ability. International Journal of Scientific Multidisciplinary Research (IJSMR), 2(7), 875–888.

Slavin, R. (2018). Educational Psychology: Theory and Practice. Pearson Education.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8

Terrenghi, I., Diana, B., Zurloni, V., Rivoltella, P. C., Elia, M., Castañer, M., Camerino, O., & Anguera, M. T. (2019). Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom. Frontiers in Psychology, 10, 1415. https://doi.org/10.3389/fpsyg.2019.01415

Villegas-Ch, W., García-Ortiz, J., & Sánchez-Viteri, S. (2024). Personalization of Learning: Machine Learning Models for Adapting Educational Content to Individual Learning Styles. IEEE Access, 12, 121114–121130. https://doi.org/10.1109/ACCESS.2024.3452592

Wang, Y., Ko, J., & Lam, E. (2023). Online practicum preparation for enhancing preservice teachers’ reflection depths: A quasi-experimental approach. Frontiers in Education, 8, 1212246. https://doi.org/10.3389/feduc.2023.1212246

Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students’ deep learning through design-based learning. International Journal of Technology and Design Education, 33(4), 1653–1674. https://doi.org/10.1007/s10798-022-09789-4

Wibowo, G., Gunawan, D., & Mardiana, D. (2025). Implementasi pendekatan pembelajaran mendalam (deep learning) dalam meningkatkan pemahaman konsep siswa di sekolah dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(3), 144–158.

Zhang, Q. A. (2024). Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning. Educational Philosophy and Theory, 56(6), 557–567. https://doi.org/10.1080/00131857.2023.2261619

Zhang, X., & Wong, J. L. N. (2021). How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China. Journal of Education for Teaching, 47(5), 695–713. https://doi.org/10.1080/02607476.2021.1947135

DOI: https://doi.org/10.35445/alishlah.v17i4.8834