The Relationship Between the Deep Learning Approach and the Learning Independence of Elementary School Students

Abstract

This stage is the initial formal foundation for students to learn science, develop attitudes and skills. This study aims to analyze the relationship between the deep learning approach and the learning independence of elementary school students. The deep learning approach consisting of mindful learning, meaningful learning, and joyful learning is believed to be able to encourage students to be actively involved in the learning process and develop the ability to manage learning independently. The research uses a quantitative approach with a correlational design. The research population is elementary school students in grades IV, V, and VI at SD Negeri 2 Pedes, while the sample was determined using the proportional random sampling technique. Data collection was carried out through a deep learning approach questionnaire and a student learning independence questionnaire that has been tested for validity and reliability. The data was analyzed using descriptive statistics and Pearson Product Moment correlation. The results showed that there was a positive and significant relationship between the deep learning approach with a correlation coefficient of 0.712 (p < 0.05). The relationship is in the strong category, which means that the better the application of deep learning, the higher the level of student learning independence. The deep learning approach contributes 50.7% to student learning independence, while the rest is influenced by other factors such as motivation, self-efficacy, family support and student learning environment. Therefore, it is necessary to optimize the deep learning approach by teachers, especially strengthening the mindful learning aspect, so that students' awareness and learning independence increase.