�DEEP LEARNING: FROM THEORY TO PRACTICE �

Endang Fauziati�endang.fauziati@ums.ac.id

081548644197�Universitas Muhammadiyah Surakarta�January 2025

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Capaian Pembelajaran

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• Peserta menguasai konsep dasar (underlying principles) model pembelajaran secara umum dan Model pembelajaran DL

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• Peserta mampu mengimplementasikan konsep dalam praktik

-4 Oktober 2021

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Presentation Outline

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• Understanding Teaching: Approach, Method, Technique
• Pedagogy, Andragogy, Heutagogy,
• Understanding Learning: Philosophy/Learning Theories
• Future Education
• Current Issue in Education: Deep Learning
• DL di konteks Indonesia: Panduan Deep Learning Oleh Puskujar (Jan 2025)

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• 4 Oktober 2021

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�A. UNDERSTANDING TEACHING�Three Related Components Of Teaching�

Content/Subject Matter

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Teacher/Teaching Learner/Learning

�Approach-Method-Technique

Paradigm Change, Why?

B. Pedagogy, Andragogy, Heutagogy�TEACHER DIRECTED 🡪 STUDENT DIRECTED 🡪 STUDENT DETERMINED/REGULATED LEARNING ���

C. UNDERSTANDING LEARNING�5 Major Principles that Contribute to the Development of Teaching Methods: A State of The Art

Humanism

1. Behaviorism

• Important Figures: Pavlov, Watson, Skinner, Thorndike, Bandura (social Learning)
• Human being is a physical being

- It concerns how people learn through their interactions with the environment.

• It emphasizes the role of external stimuli and consequences in shaping behavior. 
• all behaviors are acquired through conditioning (providing stimulus, reinforcement)
• Learning: a change of behavior through Stimulus–Response-reinforcement
• Learning is the result of external factors operating on and shaping people’s behavior.

- Behavioral teaching strategy: Pattern Drills, Q&A, Guided practice, Regular review, Positive reinforcement

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Human being is physical being

Learning is a change in behavior

Through Stimulus-Response-reinforcement Sequence

2. Cognitivisme

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• Important Figures : Ausubel, Gagne, Bruner, Piaget
• Human being is a rational being
• Learning is a result of mental or cognitive operations/processing
• Learning is a change of schemata
• Learning new knowledge by making meaningful connections in the brain
• how information/knowledge is received, processed, organized, stored, and then later retrieved by the mind.
• Computer-modeled of Information process: Input, storage, output
• Cognitive learning strategy: Explicit or deductive learning, Implicit or inductive learning, Meaningful learning, Discovery learning

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Human being is rational being; Learning is a change in a schemata;

It is a cognitive process

Learning is cognitive process

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Philosophy Jawa/Nusantara

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- Wicaksana

- waspada

- wikan

- wasis

- weruh

3. Humanism

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- Human being is emotional being

• Primary Focus: Affect/Values, Self-Concept/Self-Esteem, Needs
• Important Figures: Carl Rogers, Dreikurs, Maslow
• Learning is a change of attitude
• Learning is a result of affect/emotion and goal-orientation
• Individuals are unique. Thus, it emphasizes the importance of:

personal growth, self-actualization and whole-person development (cognitive & affective), the unique needs and capabilities of each student.

- Psychological/affective factors facilitate/hinder learning process: motivation, self confidence, anxiety, shyness, etc

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Humanistic learning strategy: collaboration with others, evaluating student needs and wants, discussions, group work, individualized instruction, autonomous learning.

4. Constructivism

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Learning is a process of active construction of knowledge

Important Figures: John Dewey, Brunner, Vygotsky, Piaget

It emphasizes the active role of learners in building their own understanding

• learning through experience, learning by doing, and social interaction
• Knowledge is constructed by learners or Co-constructed by learners and MKO (more knowledgeable others)
• Constructivist teaching strategy: small group work, collaborative and interactive activities, project based/problem based learning, case based learning

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5. Connectivism

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- Learning theory for the digital age (a successor to behaviourism, cognitivism and constructivism).

- There is a Tectonic Shift: Learning is no longer an internal construction of knowledge nor just individualistic activity.

• Learning: a process of connecting specialized nodes or information sources.

- Learners should gather ideas, information, knowledge from different sources and combine them correctly.

• Knowledge is a network and learning is a process of exploring this network.
• It encourages education through online communities, blogs, and other public spaces

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Connectivist teaching strategy:

Online Discussion Forums: using any communication tools for learners to interact with each other and their teachers to collaborate with their classmates, ask questions, and address challenges they face.

Group Projects: using any means of communication to work together. Even if every group member is in a different geographical location.

Service Learning: learners apply their knowledge in real-world situations so that they understand the meaningfulness and importance of the lessons they attend. This process involves interactions between learners and organizations, aiming to solve common problems in their community.

Virtual Reality: creating a virtual environment for learners to work together and apply their knowledge in situations that they might encounter in the real world.

D. FUTURE EDUCATION

• Postmodernism: a reaction to the assumed certainty of scientific (objective) efforts to explain reality. Reality is constructed as the mind tries to understand it in its own particular and personal reality.
• interpretation is everything; reality only comes into being through our interpretations of what the world means to us individually.
• Postmodern education is characterized by an openness to diversity and complexity. It brings to the more complex realities of social, cultural, and political contexts
• OECD document (Organisation for Economic Co-operation and Development): “Future of Education and Skills 2030. Tujuan Pendidikan: mengembangkan pengetahuan, keterampilan, sikap, dan nilai yang memungkinkan setiap orang memberikan kontribusi dan manfaat untuk masa depan yang inklusif dan berkelanjutan
• Pengembangan 21^st Century Skill: EMC2

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ONE OF THE AFTERMATHS OF MODERNISM

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OECD EDUCATIONAL FRAMEWORK

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E. CURRENT ISSUE IN EDUCATION: DEEP LEARNING

Important Figures in DL

Understanding 3 Concepts: Mindful, Meaningful, Joyful Learning (Compassionate learning)

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Apa Itu Deep Learning?

Awal Istilah DL diperkenalkan dalam machine learning oleh Rina Dechter (1986) dan dunia AI oleh Igor Aizenberg et al. (2000). DL adalah cabang dari machine learning yang menggunakan jaringan saraf dengan beberapa neural networks untuk memproses data, meniru cara kerja otak manusia. Komputer dapat melakukan berbagai tugas kompleks, seperti mengenali wajah, memproses bahasa, dan pengambilan keputusan.

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Dalam konteks pendidikan, DL mengacu pada hal yang berbeda. Ini bukan konsep baru dalam ranah pedagogi. DL mendorong siswa untuk memahami materi secara mendalam. Pembelajaran berfokus pada pemahaman yang mendalam, bukan sekadar menghafal informasi.

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Surface Learning: siswa berfokus pada tujuan eksternal seperti mendapatkan nilai, penghargaan tertentu, menyenangkan orang lain. Siswa hanya melakukan apa yang diperlukan dan berfokus pada kemampuan untuk mengulang apa yang telah mereka pelajari.

DEEP LEARNING (Fullan, et al.)

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The goal of Education in DL: 6cS (Fullan, et al.)

DEEP LEARNING (Michael Fullan)

Michael Fullan dkk. (2018):

DL: Pendekatan pendidikan yang bertujuan membekali siswa dengan kompetensi global untuk menghadapi tantangan dunia yang semakin kompleks.

DL bertujuan untuk:

- Mengubah peran guru menjadi fasilitator yang merancang pengalaman belajar yang membantu siswa mengembangkan kompetensi global melalui pemecahan masalah di dunia nyata.

- Mendukung sekolah, pemerintah, dan sistem pendidikan untuk mengubah cara praktik belajar serta cara mengukur pembelajaran secara autentik.

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Fred D. Davis (2019) Deep Learning and Constructivism in Education: DL adalah proses pembelajaran yang menekankan pemahaman mendalam, di mana siswa mengaitkan informasi baru dengan pengetahuan yang sudah mereka miliki, menciptakan keterkaitan konseptual, dan mampu mengaplikasikannya dalam konteks nyata.

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Kerangka pembelajaran: kompetensi Global, praktik pembelajaran, dan Kondisi sistematik

1. Kompetensi Global (6C) (Lingkaran inti)

• Character: Membangun tanggung jawab, empati, dan ketahanan.
• Citizenship: Berkontribusi dalam komunitas lokal maupun global.
• Collaboration: Bekerja sama untuk mencapai tujuan bersama.
• Communication: Menyampaikan ide secara efektif dengan berbagai cara.
• Creativity: Berpikir inovatif untuk menyelesaikan masalah.
• Critical Thinking: Menganalisis informasi untuk mengambil keputusan yang tepat

2. Praktik Pembelajaran

• Learning Partnerships: Kerja sama antara siswa, guru, orang tua, dan komunitas untuk menciptakan lingkungan belajar yang mendukung.
• Learning Environments: Ruang belajar yang mendorong keterlibatan aktif dan pembelajaran yang bermakna.
• Leveraging Digital (Pemanfaatan IT): Menggunakan teknologi untuk memperkaya pengalaman belajar.
• Pedagogical Practices: Strategi pengajaran yang inovatif dan relevan dengan kebutuhan siswa.

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3. Kondisi Sistemik

DL memerlukan dukungan dari sistem pendidikan yang lebih luas, meliputi:

• Kondisi Sekolah (School Conditions): Kebijakan dan budaya sekolah yang mendukung pembelajaran mendalam.
• Kondisi Distrik (District Conditions): Dukungan dari tingkat distrik untuk memperkuat inisiatif pembelajaran.
• Kondisi Sistemik (System Conditions): Pendekatan terpadu di semua tingkat sistem pendidikan untuk memastikan keberlanjutan pembelajaran mendalam.

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UNDERSTANDING THE CONCEPTS OF NINDFUL, MEANINGFUL, JOYFUL LEARNING

1. Mindful Learning (E. Langer, 2010)

• Mindfulness (Meditatif, I’tikafi, eling Awas, kesadaran): a state as being fully present at the moment, without judging or evaluating it, without reflecting back on memories of the past, without looking ahead to anticipate the future.
• It is not just about meditation; it is a way of living with awareness. It enlightens us to come to a deeper understanding and lead us to new ways of living in this world. It guides us to reflect on our own life and learn from it.
• Mindfulness does not happen automatically. This process takes effort. Mindfulness may be simple but it is not easy.
• Mindful learning: Learning strategy used to raise the awareness of learning, sensitivity of context and novelty
• It is very effective because it drives the students to new perspective, open minded learning, contextual, and aware of the self.

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Mindful VS. Mindless Learning

• Mindful learning: approaching learning with an open, curious, and non-judgmental attitude. It emphasizes calmness, sensitivity, and openness in thinking. Individuals are situated in the present and deeply immersed in learning, actively draw distinctions and notice new things, and see the familiar in the novel and the novel in the familiar .
• Mindless learning (just the opposite): habitual, automatic thought and behavior. Learners just rely on established categories made in the past. They see things from a single perspective, become rigid and certain. They fail to consider context, are entangled in a single and inflexible perspective, and are unaware of other possible ways of knowing.

WHY MINDFUL LEARNING?

• decrease stress
• increase resilience
• enhance creativity and mental flexibility
• manage study and exam-related demands
• perform optimally in academics, sports, etc.
• improve communication skills

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2. MEANINGFUL LEARNING: David Ausubel

• Ausubel’s theory was influenced by Piaget’s theory of cognitive structure. He concerned how individuals learn large amounts of material from verbal/textual presentations in a school setting.
• Learning is an active process, not simply responding to an environment. Knowledge construction begins with observation of events and objects through concepts that is already known. Learners seek to make sense of their surroundings by integrating new knowledge with what they have already learned.
• The acquisition of large amount of knowledge is possible only through meaningful learning. To learn meaningfully, learners must relate new knowledge to relevant concepts they already know or mental schemas. They need to have a solid background knowledge and skills related to the topic in order to construct the new knowledge.
• It involves two processes: the reception process employed in meaningful verbal learning and the discovery process employed in formation of concept and problem solving. The reception process becomes meaningful by appropriate use of various teaching techniques (Ausubel, 1963).

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Meaningful Learning

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Three key elements for meaningful learning to occur:

• a topic that is relevant to the learner
• an event that provides context and experience
• a clear benefit.

Shuell (1992) the principles of the meaningful learning process:

1. Active: The learner must cognitively engage with the presented information using an appropriate learning style.
2. Constructive: The new information is incorporated into a cognitive structure and it is recreated as a new form showing the learners own understanding.
3. Cumulative: New information builds upon old information rather than being replaced or stored independently.
4. Self-regulated: Meaningful learning is an independent process. The learner must conduct and regulate their own learning process as well as make decisions on how to organize the mental model.
5. Goal-Oriented: An outcome or expectation should be worked by the learner. Moreover, the goal must be devised individually

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Strategies for Meaningful Learning in TEFL

• Incorporate project-based learning activities that require students to use the language in authentic ways to complete tasks or solve real-world problems.
• Integrate technology into the classroom (internet resources or online platforms to provide authentic language input and opportunities for communication. Teachers can create dynamic and interactive learning experiences that mirror real-life language use.
• Incorporate Authentic Materials (newspapers, magazines, videos, podcasts) to provide students with exposure to real language use. Teachers can expose students to different registers, accents, and cultural references.
• Incorporate Real World Contexts (simulations, role-plays, and field trips) allows students to practice using the language in authentic situations. This not only reinforces language skills but also helps students build confidence in their communication abilities.

3. Joyful Learning (tdk ditemukan dlm literatur)

Compassionate Learning/Compassionate Pedagogy (Jacobs & Alcock, 2019).

• Compassion is the ability to understand the emotional state of another person or oneself. It is based on empathy, respect and dignity. While empathy is the ability to put yourself in the other person’s place and understand their distress, compassion has the additional element of actively wanting to help them.
• Compassion is concern for another’s well-being with a desire to help. When teachers show compassion, they prove that each student is a valued, important member of the class.
• Compassionate teachers provide emotional support for students to feel safe and supported to solve their own problems. In a respectful class, students will be likely to act on feelings of compassion for their peers through acts of kindness. The result is a tight-knit network of support that extends beyond school to enrich relationships within one’s family and one’s community.

Compassionate Pedagogy: Teaching the Whole person

• It involves tapping into students’ cognitive, affective, physical, and spiritual development
• It requires understanding individuals and their relationships to others and to their community
• teaching is reciprocal and participatory- teachers and students work collaboratively to create deep knowledge that is used in authentic contexts
• It is the foundation of good teaching: When we put our heart into teaching, we can teach to the whole person.
• There is a triad of relationships that should be considered:

• The teacher-to-student relationship.

• The student-to-student relationship.

• The teacher and student relationship- to- content.

Latar belakang:

1. Perubahan masa depan sulit diprediksi

2. Permasalahan mutu pendidikan: Literasi, Numerasi, HOTs, Ketimpangan Mutu Pendidikan

3. Bonus Demografi 2035 dan Visi Indonesia Emas 2045

4. Kompetensi masa depan.

F. DL IN INDONESIAN CONTEXT

Panduan Deep Learning Oleh PUSKUJAR (JAN 2025)

Dari Konsep Fullan dkk. diadopsi ke PUSKUJAR

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Prinsip Pembelajaran Deep Learning

Pengertian:

• Pendekatan yang memuliakan dengan menekankan pada penciptaan suasana belajar dan proses pembelajaran berkesadaran (mindful), bermakna (meaningful), dan menggembirakan (joyful)
• melalui olah pikir (intelektual), olah hati (etika), olah rasa (estetika), dan olah raga (kinestetik) secara holistic dan terpadu
• Menghasilkan profil lulusan dg 8 dimensi (Keimanan, Kewargaan. Penalaran Kritis, Kreativitas, Kolaborasi, Kemandirian, Kesehatan dan Komunikasi.

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Kerangka kerja DL terdiri dari 4 komponen: pembelajaran, pengalaman belajar, prinsip pembelajaran, dan dimensi profil lulusan.

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1. Kerangka pembelajaran meliputi 4 aspek:

1. Praktik Pedagogis: Strategi mengajar yang dipilih guru untuk mencapai tujuan belajar dalam mencapai dimensi profil lulusan.
2. Lingkungan Pembelajaran: menekankan integrasi antara ruang fisik, ruang virtual, dan budaya belajar untuk mendukung pembelajaran mendalam.
3. Pemanfaatan Teknologi Digital: teknologi digital sebagai katalisator untuk menciptakan pembelajaran yang lebih interaktif, kolaboratif, kontekstual, beragam sumber ajar
4. Kemitraan Pembelajaran (learning partnerships): membentuk hubungan yang dinamis antara guru, peserta didik, orang tua, komunitas, dan mitra profesional.

2. Kerangka Pengalaman Belajar: Memahami, mengaplikasi dan merefleksi. (learning cycle)

a. Memahami: aktif mengkonstruksi pengetahuan agar dapat memahami secara mendalam konsep atau materi dari berbagai sumber dan konteks.

Pengetahuan terdiri dari: pengetahuan esensial (foundational knowledge), pengetahuan aplikatif (applied knowledge), dan pengetahuan nilai dan karakter (humanistic knowledge).

b. Mengaplikasi: mampu mengaplikasikan pengetahuan dalam kehidupan secara kontekstual. Pengetahuan yang diperoleh melalui pendalaman pengetahuan (extending knowledge), dan Merefleksi (mengevaluasi dan memaknai proses serta hasil dari praktik nyata yang telah dilakukan.

c. Merefleksi: melibatkan regulasi diri (self regulation) sebagai kemampuan individu untuk mengelola proses belajarnya secara mandiri, meliputi perencanaan, pelaksanaan, pengawasan, dan evaluasi terhadap cara belajar mereka.

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3. Prinsip pembelajaran: mindful, meaningful, dan joyful.

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4. Dimensi profil lulusan:

1. Keimanan dan Ketakwaan terhadap Tuhan YME.
2. Kewargaan: cinta tanah air, taat aturan dan norma sosial, peduli, tanggungjawab sosial, berkomitmen menyelesaikan masalah terkait keberlanjutan manusia dan lingkungan.
3. Penalaran Kritis: berpikir logis, analitis, reflektif dalam memahami, mengevaluasi, serta memproses informasi untuk menyelesaikan masalah.
4. Kreativitas: berpikir inovatif, fleksibel, dan orisinal dalam mengolah ide atau informasi untuk menciptakan solusi yang unik dan bermanfaat.
5. Kolaborasi: mampu bekerja sama secara efektif, gotong royong untuk mencapai tujuan bersama melalui pembagian peran dan tanggung jawab.
6. Kemandirian: bertanggung jawab atas proses dan hasil belajarnya sendiri, mampu mengambil inisiatif, mengatasi hambatan, dan menyelesaikan tugas secara mandiri.
7. Kesehatan: fisik yang prima, bugar, sehat, dan mampu menjaga keseimbangan kesehatan mental dan fisik untuk mewujudkan kesejahteraan lahir dan batin (well-being).
8. Komunikasi: mampu berkomunikasi intrapribadi untuk menyampaikan ide dan informasi baik lisan maupun tulisan serta berinteraksi secara efektif dalam berbagai situasi.

Ilustrasi Deep Learning

CONCLUSION���

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• 14 Otober 2021

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TEACHER IS THE GREATEST INNOVATOR

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Anyone who stops learning is old, whether at 20 or 80.

Anyone who keeps learning stays young.

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To teach is to learn twice

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Teachers should guide without dictating, and participate without dominating

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The critical factor is not class size but rather the nature of the teaching as it affects learning.

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LEARNING NEVER ENDS

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ITEMS FOR GROUP DISCUSSION

Pemahaman Konsep dasar

1. Teori Pembelajaran Behaviorisme (Pengertian, karakteristik, contoh praktik di kelas)
2. Teori Pembelajaran Kognitivisme (Pengertian, Karakteristik, contoh praktik di kelas)
3. Teori Pembelajaran Humanisme (Pengertian, karakteristik, contoh praktik di kelas)
4. Teori Pembelajaran Konstruktivisme (Pengertian, karakteristik, contoh praktik di kelas
5. Teori Pembelajaran Konektivisme (Pengertian, karakteristik, contoh praktik di kelas)
6. Mindful Learning (Pengertian, karakteristik, contoh praktik di kelas)
7. Meaningful Learning (Pengertian, karakteristik, contoh praktik di kelas)
8. Joyful Learning (Pengertian, karakteristik, contoh praktik di kelas)

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Perbedaan dan kesamaan dari Deep Learning dengan pendekatan Pembelajaran Lama

9. Aspek lama dimunculkan dengan istilah baru

10. Kebaruan yang ada pada Deep Learning

11. Aspek lama yang tidak dimunculkan dalam Deep learning

Semoga bermanfaat. Sebaik baik manusia adalah mereka yang berilmu dan bermanfaat bagi sesama ciptaan