Implementation of Deep Learning as Learning Activities in Elementary Education
DOI:
https://doi.org/10.52690/jswse.v8i1.1641Keywords:
Deep Learning, Elementary School, Learning Activities, Learning Management, Student EngagementAbstract
This article examines the implementation of deep learning as learning activities at SD Negeri 15 Banyuasin I. The study was developed from a qualitative case study that explored how deep learning was understood, planned, implemented, evaluated, and followed up by teachers in daily classroom practice. Data were obtained through interviews, observation, and documentation involving the principal, teachers, and students. The findings indicate that the school has begun to implement deep learning through student-centered planning, contextual learning activities, collaborative discussion, problem-based tasks, reflection, formative assessment, and follow-up activities in the form of remedial support and enrichment. Teachers have attempted to design meaningful learning by considering students’ needs, interests, and abilities, although the quality of planning still varies among teachers. Classroom implementation has also moved toward active and contextual learning, yet several challenges remain, including uneven student readiness, limited learning resources, inconsistent documentation, and variations in teachers’ pedagogical competence. Evaluation practices have begun to include reflection, feedback, and analysis of learning outcomes, but a more systematic documentation system is still needed to strengthen data-based decisions. The article concludes that deep learning at SD Negeri 15 Banyuasin I has been implemented as a developing learning culture rather than as a fully established model. Strengthening teacher capacity, collaborative planning, authentic assessment, and continuous follow-up is necessary to make deep learning more consistent, meaningful, and sustainable in elementary education.
References
Ahmed, S. F., Alam, M. S. Bin, Hassan, M., Rozbu, M. R., Ishtiak, T., Rafa, N., Mofijur, M., Shawkat Ali, A. B. M., & Gandomi, A. H. (2023). Deep learning modelling techniques: current progress, applications, advantages, and challenges. In Artificial Intelligence Review (Vol. 56, Number 11). Springer Netherlands. https://doi.org/10.1007/s10462-023-10466-8
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2(January), 100051. https://doi.org/10.1016/j.glmedi.2024.100051
Ajjawi, R., Tai, J., Huu Nghia, T. Le, Boud, D., Johnson, L., & Patrick, C. J. (2020). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context. Assessment and Evaluation in Higher Education, 45(2), 304–316. https://doi.org/10.1080/02602938.2019.1639613
Albin-Clark, J. (2020). What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices. Contemporary Issues in Early Childhood, 22(2), 140–155. https://doi.org/10.1177/1463949120917157
Anugraheni, I., Gufron, A., & Purnomo, Y. W. (2025). The impact of realistic problem-based learning on mathematical connection abilities: evidence from elementary schools in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2523078
Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis. International Journal of Qualitative Methods, 22, 1–11. https://doi.org/10.1177/16094069231183620
Brand, B. R. (2020). Integrating science and engineering practices: outcomes from a collaborative professional development. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00210-x
Capone, R. (2022). Blended Learning and Student-centered Active Learning Environment: a Case Study with STEM Undergraduate Students. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 210–236. https://doi.org/10.1007/s42330-022-00195-5
Cevikbas, M., König, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: recent developments. ZDM - Mathematics Education, 56(1), 101–113. https://doi.org/10.1007/s11858-023-01487-2
Combs, K. M., Buckley, P. R., Lain, M. A., Drewelow, K. M., Urano, G., & Kerns, S. E. U. (2022). Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions. Prevention Science : The Official Journal of the Society for Prevention Research, 23(6), 969–981. https://doi.org/10.1007/s11121-022-01375-3
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00048-z
Egitim, S., & Watson, D. (2024). Language teacher’s pedagogical transformation through a critical autoethnographic lens. Social Sciences and Humanities Open, 9(December 2023), 100837. https://doi.org/10.1016/j.ssaho.2024.100837
El Nagdi, M., & Roehrig, G. (2020). Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00235-2
Fiorella, L. (2023). Making Sense of Generative Learning. In Educational Psychology Review (Vol. 35, Number 2). Springer US. https://doi.org/10.1007/s10648-023-09769-7
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends, 65(4), 589–601. https://doi.org/10.1007/s11528-021-00625-5
Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2021). Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains. Educational Psychology Review, 33(2), 739–762. https://doi.org/10.1007/s10648-020-09561-x
Garrard, J. W., Cox, N. J., Dodds, R. M., Roberts, H. C., & Sayer, A. A. (2020). Comprehensive geriatric assessment in primary care: a systematic review. Aging Clinical and Experimental Research, 32(2), 197–205. https://doi.org/10.1007/s40520-019-01183-w
Gryshchuk, V., Weber, C., Loo, C. K., & Wermter, S. (2022). Go ahead and do not forget: Modular lifelong learning from event-based data. Neurocomputing, 500, 1063–1074. https://doi.org/10.1016/j.neucom.2022.05.101
Herrmann, T., & Pfeiffer, S. (2023). Keeping the organization in the loop: a socio-technical extension of human-centered artificial intelligence. AI and Society, 38(4), 1523–1542. https://doi.org/10.1007/s00146-022-01391-5
Hillman, T., Rensfeldt, A. B., & Ivarsson, J. (2020). Brave new platforms: a possible platform future for highly decentralised schooling. Learning, Media and Technology, 45(1), 7–16. https://doi.org/10.1080/17439884.2020.1683748
Kajiwara, Y., Matsuoka, A., & Shinbo, F. (2023). Machine learning role playing game: Instructional design of AI education for age-appropriate in K-12 and beyond. Computers and Education: Artificial Intelligence, 5(August), 100162. https://doi.org/10.1016/j.caeai.2023.100162
Kim, B., Sullivan, J. L., Ritchie, M. J., Connolly, S. L., Drummond, K. L., Miller, C. J., Greenan, M. A., & Bauer, M. S. (2020). Comparing variations in implementation processes and influences across multiple sites: What works, for whom, and how? Psychiatry Research, 283(August 2019), 112520. https://doi.org/10.1016/j.psychres.2019.112520
Kim, D. (2020). Learning Language, Learning Culture: Teaching Language to the Whole Student. ECNU Review of Education, 3(3), 519–541. https://doi.org/10.1177/2096531120936693
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. In Education and Information Technologies (Vol. 27, Number 5). Springer US. https://doi.org/10.1007/s10639-021-10831-6
Kovač, V. B., Nome, D., Jensen, A. R., & Skreland, L. L. (2025). The why, what and how of deep learning: critical analysis and additional concerns. Education Inquiry, 16(2), 237–253. https://doi.org/10.1080/20004508.2023.2194502
Lin, Y., Chen, H., Xia, W., Lin, F., Wang, Z., & Liu, Y. (2025). A Comprehensive Survey on Deep Learning Techniques in Educational Data Mining. Data Science and Engineering, 10(4), 564–590. https://doi.org/10.1007/s41019-025-00303-z
Lu, S. Y., Lo, C. C., & Syu, J. Y. (2022). Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp. International Journal of Technology and Design Education, 32(5), 2553–2575. https://doi.org/10.1007/s10798-021-09714-1
Murphy, D., Imms, W., & Mahat, M. (2025). Deeper learning by design: secondary pupils’ study approaches across innovative and traditional learning spaces. Learning Environments Research, 28(3), 773–793. https://doi.org/10.1007/s10984-025-09546-z
Ng, D. T. K., Chan, E. K. C., & Lo, C. K. (2025). Opportunities, challenges and school strategies for integrating generative AI in education. Computers and Education: Artificial Intelligence, 8(May 2024), 100373. https://doi.org/10.1016/j.caeai.2025.100373
Patfield, S., Gore, J., & Harris, J. (2023). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change, 24(2), 345–363. https://doi.org/10.1007/s10833-021-09446-y
Rahman, K. A., Hasan, M. K., Namaziandost, E., & Ibna Seraj, P. M. (2021). Implementing a formative assessment model at the secondary schools: attitudes and challenges. Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-021-00136-3
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3(3), 715–742. https://doi.org/10.1007/s42438-021-00249-1
Rudd, J. R., Woods, C., Correia, V., Seifert, L., & Davids, K. (2021). An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26(3), 293–306. https://doi.org/10.1080/17408989.2021.1886271
Schichtel, M., Wee, B., Perera, R., & Onakpoya, I. (2020). The Effect of Advance Care Planning on Heart Failure: a Systematic Review and Meta-analysis. Journal of General Internal Medicine, 35(3), 874–884. https://doi.org/10.1007/s11606-019-05482-w
Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6
Sliwka, A., Klopsch, B., Beigel, J., & Tung, L. (2024). Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning. Journal of Educational Administration, 62(1), 103–121. https://doi.org/10.1108/JEA-03-2023-0049
Smith, J. D., Li, D. H., & Rafferty, M. R. (2020). The Implementation Research Logic Model: A method for planning, executing, reporting, and synthesizing implementation projects. Implementation Science, 15(1), 1–12. https://doi.org/10.1186/s13012-020-01041-8
Sølvik, R. M., & Glenna, A. E. H. (2022). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change, 23(3), 343–369. https://doi.org/10.1007/s10833-021-09420-8
Tang, J. T., Mo, D., & Lan, W. C. (2025). Exploring the integration of cooperative learning in blended teaching environments. Education and Information Technologies, 26931–26959. https://doi.org/10.1007/s10639-025-13791-3
Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35–55. https://doi.org/10.1080/1475939X.2019.1695657
Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (2020). Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-019-0201-4
Webb, M. E., Fluck, A., Magenheim, J., Malyn-Smith, J., Waters, J., Deschênes, M., & Zagami, J. (2021). Machine learning for human learners: opportunities, issues, tensions and threats. Educational Technology Research and Development, 69(4), 2109–2130. https://doi.org/10.1007/s11423-020-09858-2
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
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138(August 2023), 104415. https://doi.org/10.1016/j.tate.2023.104415
Yang, Y., van Aalst, J., & Chan, C. K. K. (2020). Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students. American Educational Research Journal, 57(3), 1241–1289. https://doi.org/10.3102/0002831219872444
Yeung, M. W. L., & Yau, A. H. Y. (2022). A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support. Education and Information Technologies, 27(1), 181–208. https://doi.org/10.1007/s10639-021-10656-3
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rita Buana Sari, Tri Widayatsih, Pahlawan Pahlawan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
