Thufail Mujaddid Al-Qoyyim, Siti Maulidiya Nabila

Pembelajaran Mendalam (Deep Learning) dalam Pendidikan IPA: dari Kebijakan Hingga Praktik di Kelas

Introduction

Pembelajaran mendalam (deep learning) dalam pendidikan ipa: dari kebijakan hingga praktik di kelas. Temukan panduan implementasi Deep Learning dalam pendidikan IPA di Indonesia, dari kebijakan hingga praktik di kelas. Tingkatkan pemahaman konsep, motivasi, dan keterampilan abad ke-21 siswa.

Abstract

21st-century science education requires critical thinking, problem solving, creativity, collaboration, and scientific literacy rather than rote memorization. In Indonesia, the Merdeka Curriculum and the Academic Manuscript on Deep Learning highlight its urgency as a strategy to enhance educational quality and nurture the Profile of Pancasila Students. This article presents a literature review on the concepts, strategies, and challenges of implementing deep learning in science education. Findings indicate that inquiry-based learning, discovery learning, and project-based learning effectively enhance conceptual understanding, motivation, and student achievement. Successful implementation relies on teachers’ identity as facilitators of scientific exploration, supported by continuous training, reflective communities, and the wise use of technologies such as VR and AI. In conclusion, deep learning can be implemented simply through real-world questions, local phenomena, and reflective practices. Consistent policies, authentic assessments, and cross-sector collaboration are essential to make science learning more relevant and meaningful.

Review

This article, "Pembelajaran Mendalam (Deep Learning) dalam Pendidikan IPA: dari Kebijakan Hingga Praktik di Kelas," tackles a highly relevant and timely topic in modern education: the integration of deep learning principles into science education. The abstract effectively situates the discussion within the critical need for 21st-century skills and underscores its specific urgency in the Indonesian context, referencing national curricula and academic initiatives. As a literature review, the article aims to consolidate understanding of the concepts, strategies, and challenges involved in transitioning from policy aspirations to practical classroom implementation, offering a valuable synthesis for educators and policymakers alike. The review effectively highlights several key pedagogical approaches that are central to fostering deep learning, such as inquiry-based, discovery, and project-based learning. It notes their demonstrated efficacy in improving conceptual understanding, student motivation, and academic achievement. A significant strength lies in the emphasis on the teacher's evolving role as a facilitator of scientific exploration, supported by crucial enablers like continuous professional development, collaborative reflective communities, and the strategic deployment of technologies such as VR and AI. The abstract thoughtfully suggests that implementing deep learning can be remarkably simple, advocating for its integration through real-world questions, local phenomena, and consistent reflective practices. Overall, this literature review provides a compelling synthesis of current understanding and practical recommendations for advancing deep learning in science education. While it does not present new empirical data, its contribution lies in consolidating existing knowledge and articulating clear pathways for systemic change, including the call for consistent policies, authentic assessments, and cross-sector collaboration. The article will undoubtedly serve as a valuable resource for stakeholders in Indonesia and internationally who are committed to transforming science learning from rote memorization into a more engaging, relevant, and meaningful experience for students.

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