Implementasi Pendekatan Deep learning dalam Pengembangan Life Skill Anak Usia Dini

Susi Maulida; Septia Rizqi Nur Abni

doi:10.30587/jieec.v8i2.11843

Authors

Susi Maulida STITNU Al Hikmah Mojokerto, Jawa Timur, Indonesia
Septia Rizqi Nur Abni Universitas Negeri Surabaya, Jawa Timur, Indonesia

DOI:

https://doi.org/10.30587/jieec.v8i2.11843

Keywords:

Deep Learning, Life Skills, Early Childhood Education, Meaningful Learning, Holistic Development.

Abstract

The development of life skills in early childhood is an essential aspect of education aimed at equipping children with personal, social, cognitive, and emotional competencies necessary for everyday life. However, implementing learning approaches that effectively integrate life skill development remains a challenge in many early childhood education institutions. This study aims to describe the implementation of a deep learning approach in developing early childhood life skills at RA Al Hidayah The study employed a descriptive qualitative approach involving 15 children in Group A, four teachers, and one principal as research participants. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings revealed that the deep learning approach was implemented through five main components: meaningful learning, mindful learning, joyful learning, reflective learning, and collaborative learning. The implementation of these components contributed positively to the development of children’s life skills, including personal skills, social skills, thinking skills, and emotional skills. Children demonstrated increased independence, collaboration, problem-solving abilities, and emotional awareness and regulation. Therefore, the deep learning approach has significant potential as an effective learning strategy to support the holistic development of life skills in early childhood education.

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