Peran Guru Dalam Penerapan Pendekatan Pembelajaran Deep Learning Pada Mata Pelajaran IPAS Terhadap Kemampuan Komunikasi Siswa Kelas V SD

Abstract

Communication skills are among the 21st-century skills that need to be cultivated during Natural and Social Sciences (IPAS) instruction in elementary schools. However, some students remain passive when it comes to expressing opinions, asking questions, or participating in discussions during the learning process. While previous research has largely focused on the impact of deep learning on academic outcomes, studies regarding the teacher's role in implementing deep learning to foster students' communication skills in elementary IPAS lessons remain limited. This study aims to describe the teacher's role in implementing the deep learning approach and its effect on the communication skills of fifth-grade elementary students. This study employed a descriptive qualitative method using a case study approach. Data were collected through observation, interviews, and documentation, involving one fifth-grade teacher and five students as subjects. Data analysis utilized the Miles and Huberman model, with validity verified through source and technique triangulation. The findings indicate that the teacher acts as a facilitator, guide, motivator, and mediator in fostering active learning through discussions, question-and-answer sessions, group work, and presentations. The application of mindful, meaningful, and joyful learning principles supports student engagement in developing communication skills. This study serves as a reference for elementary school teachers in designing deep learning-based IPAS instruction that is more interactive, meaningful, and student-centered.