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In response to the growing challenges of 21st-century education, graduate students of Mathematics Education at Universitas Pendidikan Indonesia (UPI) organized a National Semi-Workshop titled “Deep Learning in Mathematics Instruction” for Junior High School (SMP/MTs) teachers across Indonesia. Conducted online from April 27 to May 2, 2025, the event gathered 300 teacher participants from various regions. The workshop aligns with the government’s educational agenda to implement deep learning as a strategy to improve instructional quality nationwide.
The event was officially opened by Dr. Jarnawi Afgani Dahlan, M.Kes., Head of the Mathematics Education Department at UPI. In his remarks, he emphasized the importance of selecting appropriate instructional models to prevent didactical obstacles in the learning process. He encouraged teachers to embrace innovative teaching approaches and start developing teaching modules based on the deep learning framework aligned with the current curriculum.
The first session was delivered by Prof. Dr. H. Nanang Priatna, M.Pd., a professor of Mathematics Education at UPI, who presented “Introduction to Deep Learning in Mathematics Education.” He highlighted the three essential principles of deep learning: being mindful, meaningful, and joyful. He also discussed the need to align instruction with the Graduate Profile Dimensions (GPD). Responding to a participant’s concern about students’ weak foundational understanding from elementary school, he recommended extra instruction, remedial sessions, family involvement, and fostering independent learning habits.
The second session featured Bill Chairy Rizki Bustaren, S.Pd., M.Pd., a young lecturer at UPI, who addressed “Integrating Deep Learning and STEM Approaches.” He clarified that STEM-based instruction does not always require a tangible product and that all mathematics content can be integrated with the STEM approach. He emphasized that the core purpose of STEM is to cultivate student empathy for real-world problems, and therefore, a variety of instructional methods, including drills, are still necessary for solidifying conceptual understanding.
The final session was presented by Niakmatul Husni, S.Pd., a master’s student of Mathematics Education at UPI, focusing on “Designing Mathematics Learning Modules Using Deep Learning Integrated with STEM.” She broke down the essential components of such modules and provided a practical example involving the Pythagorean Theorem, including student worksheets and assessments. In response to a participant’s question, she explained that teachers should begin by selecting an appropriate instructional approach, consider its compatibility with STEM, and then align it with a suitable model to meet learning objectives.
To conclude the workshop, participants were tasked with developing their own teaching modules based on the deep learning-STEM integration model presented. This semi-workshop provided teachers with both theoretical understanding and practical skills to apply deep learning effectively in the classroom. The event demonstrated the value of collaboration between academia and educators in creating future-oriented, transformative, and contextually relevant mathematics instruction.