Analisis Implementasi Pendekatan Deep Learning dalam Pengembangan Keterampilan Abad 21 Siswa Sekolah Dasar

Abstrak: Tujuan penelitian ini adalah untuk menganalisis bagaimana guru merancang, melaksanakan, dan mengevaluasi pembelajaran deep learning yang menstimulasi keterampilan 4C pada 27 siswa kelas V Sekolah Dasar di Manokwari Papua Barat. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara mendalam dengan guru, dan dokumentasi perencanaan serta hasil pembelajaran. Analisis data dilakukan secara interaktif dan berulang menggunakan model Miles, Huberman, dan Saldaña (2018), serta divalidasi melalui triangulasi sumber dan Teknik. Hasil penelitian menunjukkan perencanaan berbasis modul siklus refleksi pengalaman lokal yang mengintegrasikan cerita adat Papua untuk memicu 4C. Meski terkendala akses media digital, pelaksanaan melalui proyek kolaboratif eksperimen budaya berkelanjutan mendorong siswa menghubungkan konsep sains dengan kehidupan sehari-hari dan mengaitkan materi dengan pengalaman nyata. Evaluasi holistik yang mencakup aspek afektif, kognitif, dan psikomotorik memperkuat keterampilan 4C dan menumbuhkan karakter siswa secara simultan. Kesimpulannya, penerapan deep learning di sekolah dasar berhasil mengintegrasikan 4C secara seimbang dan kontekstual, membangun kemampuan berpikir kritis, kreativitas, komunikasi, dan kolaborasi, serta mendukung pengembangan karakter. Implikasi teoretis memperluas pemahaman tentang implementasi deep learning dalam pendidikan dasar, sedangkan implikasi praktis memberikan panduan bagi guru, pengembang kurikulum, dan pemangku kebijakan. Penelitian berikutnya dapat mengeksplorasi efektivitas pendekatan deep learning pada mata pelajaran lain, konteks kelas berbeda, atau integrasi literasi digital dan karakter.

 

Abstract: The purpose of this study was to analyze how teachers design, implement, and evaluate deep learning that stimulates 4C skills in 27 fifth-grade elementary school students in Manokwari, West Papua. This study used a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and documentation of planning and learning outcomes. Data analysis was carried out interactively and iteratively using the Miles, Huberman, and Saldaña (2018) model, and validated through source and technique triangulation. The results showed a module-based planning of a local experience reflection cycle that integrates Papuan traditional stories to trigger 4C. Despite constraints on digital media access, implementation through a collaborative project of continuous cultural experiments encouraged students to connect science concepts with everyday life and relate the material to real experiences. Holistic evaluation covering affective, cognitive, and psychomotor aspects strengthened 4C skills and simultaneously developed students' character. In conclusion, the implementation of deep learning in elementary schools successfully integrated 4C in a balanced and contextual manner, building critical thinking, creativity, communication, and collaboration skills, and supporting character development. Theoretical implications broaden understanding of deep learning implementation in elementary education, while practical implications provide guidance for teachers, curriculum developers, and policymakers. Future research could explore the effectiveness of deep learning approaches in other subjects, different classroom contexts, or the integration of digital literacy and character.