Exploring Deep Learning in Science Education through the SmartEdu Application among Pre-Service Elementary School Teachers
DOI:
10.29303/jppipa.v12i8.13718Published:
2026-08-31Downloads
Abstract
The rapid advancement of science and technology requires educational systems to address the limited integration of deep learning practices that effectively develop 21st-century competencies in prospective elementary school teachers. This study aims to examine how the SmartEdu application supports the implementation of deep learning in science education. A qualitative exploratory design was employed, involving classroom observations, interviews, and document analysis, with data analyzed through thematic analysis. The results demonstrate that SmartEdu facilitates the integration of theoretical knowledge with authentic problem-solving, structured discussions, and reflective evaluation, significantly enhancing conceptual understanding, higher-order thinking skills, and learner autonomy. In conclusion, SmartEdu effectively promotes meaningful, contextual, and sustainable science learning while strengthening critical, creative, collaborative, communicative, and reflective competencies. These findings imply that technology-supported deep learning frameworks can serve as a strategic model for improving teacher education programs.
Keywords:
21st-Century Competencies Deep Learning Prospective Elementary School Teachers Science Education SmartEdu ApplicationReferences
Ameko, S. K., Boateng, S., & Ocran, P. (2025). Carol Ann Tomlinson, “The Differentiated Classroom: Responding to the Needs of All Learners.” Alexandria, VA: ASCD, 2014. Research and Education, 13(13), 5–7. https://doi.org/10.63467/red.13.2025.art1
Amoa-Danquah, P., & Carbonneau, K. J. (2025). A Systematic Review of Reviews on Problem-Based Learning and Its Effectiveness. Current Issues in Education, 26(2). https://doi.org/10.14507/cie.vol26iss2.2293
Baanqud, N. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study. International Journal of Educational Technology in Higher Education, 17(1), 56. https://doi.org/10.1186/s41239-020-00232-z
Baker, M. J. (2015). Collaboration in collaborative learning. Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systems, 16(3), 451–473. https://doi.org/10.1075/is.16.3.05bak
Balloo, K., Evans, C., Hughes, A., Zhu, X., & Winstone, N. (2018). Transparency Isn’t Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00069
Barbara Means. (2009). Evaluation of Evidence-based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2009.
Biggs, J. B. ., & Tang, C. S. (2011). Teaching for quality learning at university : what the student does. McGraw-Hill/Society for Research into Higher Education/Open University Press.
Biggs, J. B. ., Tang, C. S., & Kennedy, G. (2022). Teaching for quality learning at university. Open University Press.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member Checking. Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
Bond, M., & Bergdahl, N. (2023). Student Engagement in Open, Distance, and Digital Education. In Handbook of Open, Distance and Digital Education (pp. 1309–1324). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_79
Borokhovski, E. F., Tamim, R. M., Bernard, R. M., & Schmid, R. F. (2020). Promises and Prospects of Educational Technology, Evidence from Systematic Reviews and Meta-analyses. In Encyclopedia of Education and Information Technologies (pp. 1395–1412). Springer International Publishing. https://doi.org/10.1007/978-3-030-10576-1_99
Brinkmann, S., & Kvale, S. (2015). InterViews : learning the craft of qualitative research interviewing. Sage Publications.
Charalampous, A., & Darra, M. (2024). The Impact of Teacher Feedback on Non-cognitive Aspects of Student’s Performance in Higher Education: A Review of Research. International Research in Education, 12(2), 13. https://doi.org/10.5296/ire.v12i2.22001
Creswell, J. W. . (2009). Research design : qualitative, quantitative, and mixed methods approaches. Sage.
Creswell, J. W. . (2017). Research design : qualitative, quantitative, and mixed methods approaches. SAGE.
David Carless. (2025). Feedback Literacy. International Journal of TESOL Studies. https://doi.org/10.58304/ijts.260101
De Vreugd, L., Van Leeuwen, A., Jansen, R., & Van der Schaaf, M. (2024). Learning Analytics Dashboard Design and Evaluation to Support Student Self-Regulation of Study Behaviour. Journal of Learning Analytics, 1–14. https://doi.org/10.18608/jla.2024.8529
Ding, N. (2025). Analysis of the Role of Teacher Feedback in Students’ Cognitive Engagement. International Journal of Education and Humanities, 18(1), 279–283. https://doi.org/10.54097/6qe8s854
Entwistle, N. J., & Ramsden, P. (2015). Understanding student learning. Routledge, Taylor & Francis Group.
Fadhilah*, N., Nurdiyanti, N., Anisa, A., & Wajdi, M. (2022). Integrasi STEM-Problem Based Learning melalui Daring Terhadap Keterampilan Berpikir Kritis Mahasiswa Pendidikan Biologi. Jurnal IPA & Pembelajaran IPA, 6(1), 1–10. https://doi.org/10.24815/jipi.v6i1.22721
Filius, R. M., de Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers & Education, 125, 86–100. https://doi.org/10.1016/j.compedu.2018.06.004
Fleur, D. S., Marshall, M., Pieters, M., Brouwer, N., Oomens, G., Konstantinidis, A., Winnips, K., Moes, S., Van den Bos, W., Bredeweg, B., & Van Vliet, E. A. (2023). IguideME. Journal of Learning Analytics, 10(2), 100–114. https://doi.org/10.18608/jla.2023.7853
Fullan, M., McEachen, J., & Quinn, J. (2016). New Pedagogies for Deep Learning : A Global Partnership.
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning : engage the world, change the world. Corwin, a SAGE Company.
Galletta, A. (2020). Mastering the Semi-Structured Interview and Beyond. New York University Press. https://doi.org/10.18574/nyu/9780814732939.001.0001
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2
Giacomazzi, M. (2024). The Contextualisation of 21st Century Skills in East Africa (pp. 31–45). https://doi.org/10.1007/978-3-031-51490-6_3
Gijbels, D. (2026). From Deep Learning to Digital Insights: Twenty-Five Years of Understanding How Students Learn in Higher Education. Active Learning in Higher Education, 27(2), 221–229. https://doi.org/10.1177/14697874261424517
Gijsen, M., Catrysse, L., De Maeyer, S., & Gijbels, D. (2024). Mapping cognitive processes in video-based learning by combining trace and think-aloud data. Learning and Instruction, 90, 101851. https://doi.org/10.1016/j.learninstruc.2023.101851
Gong, Y., Zhang, S., Zhang, T., & Yi, X. (2025). The impact of feedback literacy on reflective learning types in Chinese high school students: based on latent profile analysis. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1516253
Graham, N. C., Entwistle, N., & Ramsden, P. (1984). Understanding Student Learning. British Journal of Educational Studies, 32(3), 284. https://doi.org/10.2307/3121589
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Griffin, P., & Care, E. (Editors). (2015). Assessment and Teaching of 21st Century Skills. Springer Netherlands. https://doi.org/10.1007/978-94-017-9395-7
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Isiaku, L., Kwala, A. F., Sambo, K. U., & Isiaku, H. H. (2024). Academic Evolution in the Age of ChatGPT: An In-depth Qualitative Exploration of its Influence on Research, Learning, and Ethics in Higher Education. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/7egat807
Johnson, R. B. B., & Christensen, L. B. B. . (2019). Educational Research.
Kallio, H., Pietilä, A., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
Kirschner, P. A. ., Hendrick, C., & Caviglioli, O. (2024). How learning happens : seminal works in educational psychology and what they mean in practice. Routledge.
Kitto, K., Lupton, M., Davis, K., & Waters, Z. (2017). Designing for student-facing learning analytics. Australasian Journal of Educational Technology, 33(5). https://doi.org/10.14742/ajet.3607
Kleimola, R., Hirsto, L., & Ruokamo, H. (2025). Promoting higher education students’ self-regulated learning through learning analytics: A qualitative study. Education and Information Technologies, 30(4), 4959–4986. https://doi.org/10.1007/s10639-024-12978-4
Kuklick, L., Greiff, S., & Lindner, M. A. (2023). Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes. Computers & Education, 200, 104785. https://doi.org/10.1016/j.compedu.2023.104785
Lang, C., Siemens, G., Wise, A., & Gasevic, D. (Editors). (2017). Handbook of Learning Analytics. Society for Learning Analytics Research (SoLAR). https://doi.org/10.18608/hla17
Laurillard, D. (2013). Teaching as a Design Science. Routledge. https://doi.org/10.4324/9780203125083
Lincoln, Y. S. . (1990). Naturalistic inquiry. Sage.
Listyono, L., Rofi’ah, N. L., & Hendrika, T. P. (2025). Problem Based Learning Model on Higher Order Thinking Skills and Self Regulation of High School Students. JURNAL BIOEDUKATIKA, 13(1), 14–25. https://doi.org/10.26555/bioedukatika.v13i1.30763
Louise Barriball, K., & While, A. (1994). Collecting data using a semi‐structured interview: a discussion paper. Journal of Advanced Nursing, 19(2), 328–335. https://doi.org/10.1111/j.1365-2648.1994.tb01088.x
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mayer, R. E. . (2021). Multimedia learning. Cambridge University Press.
Mayer, R. E., & Fiorella, L. (Editors). (2021). The Cambridge Handbook of Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/9781108894333
McDonald, J., Bird, R. J., Zouaq, A., & Moskal, A. C. M. (2017). Short answers to deep questions: supporting teachers in large‐class settings. Journal of Computer Assisted Learning, 33(4), 306–319. https://doi.org/10.1111/jcal.12178
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record: The Voice of Scholarship in Education, 115(3), 1–47. https://doi.org/10.1177/016146811311500307
Merriam, S. B. ., & Tisdell, E. J. . (2016). Qualitative research : a guide to design and implementation. John Wiley & Sons.
Miles, M. B. ., Huberman, A. M. ., & Saldaña, J. (2014). Qualitative data analysis : a methods sourcebook. SAGE Publications, Inc.
Moore, M. G. ., & Diehl, W. C. . (2019). Handbook of distance education. Routledge.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
OECD. (2016). Global Competency for an Inclusive World.
Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., & Ryberg, T. (2024). Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic. Education and Information Technologies, 29(2), 1673–1696. https://doi.org/10.1007/s10639-023-11789-3
Pan, Z., Biegley, L., Taylor, A., & Zheng, H. (2024). A Systematic Review of Learning Analytics. Journal of Learning Analytics, 11(2), 52–72. https://doi.org/10.18608/jla.2023.8093
Panadero, E., Pinedo, L., Fernández-Ortube, A., Zamorano, D., Barrenetxea-Minguez, L., & Sánchez-Iglesias, I. (2026). How rubric performance-level order and feedback shape students’ real-time self-regulation and self-efficacy. Metacognition and Learning, 21(1), 24. https://doi.org/10.1007/s11409-026-09468-y
Pratiwi, N., & Wijayanti, A. (2025). Utilizing Mobile Technology: WhatsApp Group Chats as a Tool to Enhance Students’ Engagement in ESP Learning. Journal of Education Research, 6(1), 148–153. https://doi.org/10.37985/jer.v6i1.2145
Rahma Hidayati Darwis, Alimuddin, & Andi Patimbangi. (2024). Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review. Journal of Learning and Development Studies, 4(2), 21–33. https://doi.org/10.32996/jlds.2024.2.2.3
Roschelle, J., & Teasley, S. D. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving. In Computer Supported Collaborative Learning (pp. 69–97). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-85098-1_5
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Shaheen, S. (2019). Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework. International Journal of Engineering Education, 1(2), 122–129. https://doi.org/10.14710/ijee.1.2.122-129
Silverman, D. (2021). Qualitative research. SAGE.
Tal, T., & Tsaushu, M. (2017). Student-centered introductory biology course: evidence for deep learning. Journal of Biological Education, 1–15. https://doi.org/10.1080/00219266.2017.1385508
Theobald, M., & Bellhäuser, H. (2022). How am I going and where to next? Elaborated online feedback improves university students’ self-regulated learning and performance. The Internet and Higher Education, 55, 100872. https://doi.org/10.1016/j.iheduc.2022.100872
Tomlinson, C. A. . (2016). The differentiated classroom : responding to the needs of all learners. Published by Pearson Education, Inc., by special arrangement with the Association for Supervision and Curriculum Developement (ASCD).
Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64(2), 109–118. https://doi.org/10.1016/j.jml.2010.11.002
Vygotskiĭ, L. S. ., Cole, M., Stein, S., & Sekula, A. (1978). Mind in society : the development of higher psychological processes. Harvard University Press.
Wang, D., & Han, H. (2021). Applying learning analytics dashboards based on process‐oriented feedback to improve students’ learning effectiveness. Journal of Computer Assisted Learning, 37(2), 487–499. https://doi.org/10.1111/jcal.12502
Weidlich, J., Fink, A., Frey, A., Jivet, I., Gombert, S., Menzel, L., Giorgashvili, T., Yau, J., & Drachsler, H. (2025). Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback. International Journal of Educational Technology in Higher Education, 22(1), 43. https://doi.org/10.1186/s41239-025-00539-9
Yan, J., Zhu, Y., & Ye, X. (2024). The Impact of Peer Feedback on L2 Literature Review Writing: A Mixed Methods Study. Sage Open, 14(4). https://doi.org/10.1177/21582440241288737
Yin, R. K. ., & Campbell, D. T. . (2018). Case study research and applications : design and methods. SAGE Publications, Inc.
Zawacki-Richter, O., & Jung, I. (2023). Shaping the Field of Open, Distance, and Digital Education. In Handbook of Open, Distance and Digital Education (pp. 1–10). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0351-9_94-2
Zeng, X., & Ravindran, L. (2025). Design, implementation, and evaluation of peer feedback to develop students’ critical thinking: A systematic review from 2010 to 2023. Thinking Skills and Creativity, 55, 101691. https://doi.org/10.1016/j.tsc.2024.101691
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004
Zulkarnaen, R. H., Setiawan, W., Rusdiana, D., & Muslim. (2020). Smart edu: smart city in a learning system to build collaborative knowledge on lectures deepening science material. Journal of Physics: Conference Series, 1521(4), 042118. https://doi.org/10.1088/1742-6596/1521/4/042118
Zulkarnaen, R. H., Setiawan, W., Rusdiana, D., & Muslim, M. (2019a). Smart city design in learning science to grow 21 st century skills of elementary school student. Journal of Physics: Conference Series, 1157, 022021. https://doi.org/10.1088/1742-6596/1157/2/022021
Zulkarnaen, R. H., Setiawan, W., Rusdiana, D., & Muslim, M. (2019b). Smart edu design as a 21st century learning system innovation in optimizing one of the roles of universities. Journal of Physics: Conference Series, 1280(3), 032058. https://doi.org/10.1088/1742-6596/1280/3/032058
License
Copyright (c) 2026 Rizki Hadiwijaya Zulkarnaen, Hanifah Mulyani, Resti Ayuni, Taufik Ali Nurdin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, 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 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 Jurnal Penelitian Pendidikan IPA.
- 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 (See The Effect of Open Access).
