Development of Deep Learning-Based Instructional Tools to Enhance Conceptual Understanding of Cultural Diversity Learning in Elementary Schools
DOI:
https://doi.org/10.33394/jk.v12i2.20260Keywords:
Deep Learning Pedagogy, Google Sites, Cultural Diversity, Conseptual UnderstandingAbstract
This study aims to develop and examine the effectiveness of deep learning-based instructional tools, consisting of a teaching module and Google Sites-based learning media, in improving elementary school students’ conceptual understanding of cultural diversity. The study employed a Research and Development (R&D) method using the ADDIE model and was conducted with 34 fourth-grade students at SDN Gerendong 2, Banten, Indonesia. Data were collected through validation sheets, observations, and learning outcome tests and were analyzed using descriptive statistics and paired-sample t-tests. The results showed that the developed instructional tools were highly valid, with Aiken’s V coefficients ranging from 0.88 to 0.94 and validation percentages exceeding 90% across the material, media, and language aspects. The paired-sample t-test results indicated a significant difference between the pretest and posttest scores (p < 0.001), with an average N-gain score of 0.63, which falls into the moderate category, and a very large effect size (Cohen’s d = 4.02). These findings demonstrate that the instructional tools effectively improved students’ conceptual understanding. Furthermore, the results indicate that deep learning-based instructional tools integrated with digital media can enhance meaningful and student-centered learning. This study contributes to the growing body of knowledge on instructional design by providing empirical evidence regarding the effectiveness of combining teaching modules and web-based media. It also offers practical implications for teachers in implementing innovative learning strategies that promote conceptual understanding in elementary education.
References
Abdullah, M., & Halim, A. (2024). Exploring the Integration and Impact of Google Sites in Teaching and Learning. Qubahan Journal of Social Science and Humanities, 6(2), 1–10.
Adeoye. (2024). ADDIE Model Effectiveness in Education. International Journal of Instruction.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.
Banks, J. A. (2020). An Introduction to Multicultural Education. Pearson.
Banks, J. A. (2021). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. In 7th ed. Routledge.
Basyori, M. (2025). The Effectiveness of Google Sites in Enhancing Student Learning Outcomes and Engagement. International Journal of Instructional Technology and Educational Studies, 3(1), 15–25.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
Branch, R. M. (2020). Instructional Design: The ADDIE Approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Dewi, R., & al., et. (2023). TPACK-Based Learning in Elementary Schools. Jurnal Pendidikan Teknologi.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Fullan, M. (2013). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge. Pearson.
Fullan, M., Quinn, J., & McEachen, J. (2021). Deep Learning: Engage the World Change the World. Corwin Press. https://doi.org/10.4135/9781071854663
Gay, G. (2021). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hake, R. R. (1999). Analyzing change/gain scores. Indiana University.
Hakim, L., Suryani, N., & Prasetyo, A. (2024). Development of Google Sites-Based Learning Media to Improve Student Engagement and Understanding. Jurnal Pendidikan Dasar, 15(1), 45–56.
Hartari, F., & Putra, R. (2024). The Use of Google Sites as Learning Media in Elementary Schools. Jurnal Teknologi Pendidikan, 26(1), 101–110.
Hattie, J. (2020). Visible Learning: Feedback. Routledge. https://doi.org/10.4324/9780429441838
Hattie, J. (2023). Visible learning: The sequel. Routledge.
Hidayat, A., & al., et. (2025). Deep Learning Approach in Elementary Education. Journal of Educational Research.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review. https://doi.org/10.1145/3402141
Kemdikbudristek. (2022). Kurikulum Merdeka: Panduan Implementasi Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kurnianto, & Sarwono. (2022). Learning Model Integration in Primary Education. Jurnal Pendidikan Dasar.
Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1–55.
Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics. American Journal of Physics, 70(12), 1259–1268. https://doi.org/10.1119/1.1514215
Molenda, M. (2003). In Search of the Elusive ADDIE Model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508
Molenda, M. (2021). In Search of the Elusive ADDIE Model. Performance Improvement. https://doi.org/10.1002/pfi.4930350508
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2021). Designing Effective Instruction (8 (ed.)). Wiley.
OECD. (2021). The State of Global Education: 18 Months into the Pandemic. OECD Publishing. https://doi.org/10.1787/1a23bb23-en
Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Putri, D., & Wahyudi, A. (2022). Penerapan Project-Based Learning dalam Pembelajaran Bahasa Indonesia. Metalingua, 20(2), 88–97.
Rahayu, S., Wibowo, A., & Lestari, D. (2024). The Effectiveness of Google Sites-Based Learning in Improving Students’ Conceptual Understanding and Motivation. Jurnal Pendidikan Dan Pembelajaran, 12(2), 78–89.
Redecker, C. (2021a). European Framework for the Digital Competence of Educators: DigCompEdu. European Commission.
Redecker, C. (2021b). European Framework for the Digital Competence of Educators. European Commission. https://doi.org/10.2760/159770
Saputra, D., & al., et. (2025). Conceptual Understanding in Social Learning. International Journal of Education.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2022). Computer-Based Technology and Student Engagement: A Critical Review. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-017-0063-0
Siregar, & Aghni. (2021). Instructional Model Development in Elementary Schools. Jurnal Teknologi Pendidikan.
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Utami. (2023). Interactive Learning Media in Elementary Schools.
Voogt, J., & Roblin, N. P. (2021). A Comparative Analysis of International Frameworks for 21st Century Competences. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2012.668938
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Widiastuti, R. (2024). [Judul artikel tidak tersedia]. [Nama Jurnal Tidak Tersedia], [isi jika([isi jika ada]), [isi jika ada]-[isi jika ada].
Zhang, W. (2022). Technology Integration in Education: A Meta-Analysis Review. Computers & Education. https://doi.org/10.1016/j.compedu.2022.104530
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
