Implementasi Pendekatan Deep Learning Dalam Membangun Keterampilan Berpikir Kritis Siswa Kelas Iv Pada Pembelajaran Ipas

Abstract

Twenty-first-century learning requires students to develop critical thinking skills to face the rapid advancement of science, technology, and real-life challenges. One instructional approach considered effective in fostering these skills is deep learning, which emphasizes meaningful, mindful, and joyful learning experiences. This study aimed to describe the implementation of the deep learning approach in developing the critical thinking skills of fourth-grade students in science and social studies (IPAS) learning at SDN Bobang 1. This study employed a qualitative descriptive design. Data were collected through classroom observations, interviews, and documentation involving the fourth-grade teacher and students as the primary sources of information. Data were analyzed using the Miles, Huberman, and Saldana interactive model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that the implementation of the deep learning approach created a more active, meaningful, and contextual learning environment. Students demonstrated improved abilities to identify problems, express logical arguments, analyze information, and formulate conclusions based on evidence obtained during the learning process. However, several challenges remained, including limited learning facilities,

teachers' readiness to design innovative instruction, and differences in students' learning characteristics. Therefore, strengthening teacher competence, improving learning facilities, and enhancing school collaboration are essential to optimize the implementation of the deep learning approach in developing elementary students' critical thinking skills.