The Effect of Implementing the Deep Learning Learning Approach and Learning Motivation on the IPAS Learning Achievement of Fifth-Grade Students at SDN Ujung IX Surabaya

Authors

  • Siti Khoridah Universitas PGRI Adi Buana Surabaya
  • Hartono Universitas PGRI Adi Buana Surabaya
  • Agung Pramujiono Universitas PGRI Adi Buana Surabaya

DOI:

https://doi.org/10.33394/jtp.v11i4.22323

Keywords:

Deep Learning, Learning Motivation, IPAS Learning Achievement, McClelland, Elementary School

Abstract

This study was initiated by the issue of limited student engagement in learning processes that remain predominantly teacher-centered, which may affect students’ achievement in Science and Social Studies (IPAS). The study aimed to determine the extent to which the Deep Learning approach, learning motivation, and the interaction between these two factors influence the IPAS achievement of fifth-grade students at SDN Ujung IX Surabaya. A quantitative approach was employed using a quasi-experimental method with a 2 × 2 factorial design. The research participants comprised all fifth-grade students at SDN Ujung IX Surabaya during the 2025/2026 academic year. A total of 49 students were selected as the sample and assigned to an experimental class that received instruction using the Deep Learning approach and a control class that experienced predominantly teacher-centered instruction. Data were collected through an IPAS achievement test and a learning motivation questionnaire developed based on McClelland’s theory. The data were analyzed using the Independent Samples t-test and Two-Way Analysis of Variance (ANOVA) with SPSS. The findings indicated that: (1) the implementation of the Deep Learning approach had a significant effect on IPAS learning outcomes (F = 0.003; p < 0.001); (2) learning motivation also had a significant effect on IPAS learning outcomes (F = 2.161; p < 0.001); and (3) a significant interaction was found between the Deep Learning approach and learning motivation in relation to students’ IPAS learning outcomes (F = 16.999; p < 0.001). These findings suggest that the Deep Learning approach and learning motivation can contribute to improving students’ achievement in IPAS. Therefore, teachers are encouraged to develop learning strategies that promote deeper understanding, meaningful learning experiences, and active student participation to achieve more optimal learning outcomes.

References

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Published

2026-10-30

How to Cite

Khoridah, S., Hartono, & Pramujiono , A. (2026). The Effect of Implementing the Deep Learning Learning Approach and Learning Motivation on the IPAS Learning Achievement of Fifth-Grade Students at SDN Ujung IX Surabaya. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 11(4), 564–579. https://doi.org/10.33394/jtp.v11i4.22323

Issue

Vol. 11 No. 4 (2026): Oktober

Section

Articles

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Copyright (c) 2026 Siti Khoridah; Hartono, Agung Pramujiono

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