The Effect of a Deep Learning-Based Scientific Collaboration Model on Fifth-Grade Students’ Learning Outcomes

Bekti Rahmawati; Oktiana Handini; Ani Restuningsih

doi:10.55215/pedagonal.v10i2.73

Authors

Bekti Rahmawati Universitas Slamet Riyadi
Oktiana Handini Universitas Slamet Riyadi
Ani Restuningsih Universitas Slamet Riyadi

DOI:

https://doi.org/10.55215/pedagonal.v10i2.73

Keywords:

Deep Learning, Scientific Collaboration, Learning model, Learning Outcomes, Higher-Order Thinking Skills

Abstract

This study aimed to determine the effect of the Deep Learning-based Scientific Collaboration (SCICOLLA) model on fifth-grade students’ learning outcomes in Science and Social Studies (IPAS) at SD Negeri Sabrang Lor No. 78 Surakarta. A quantitative pre-experimental study with a one-group pretest–posttest design was conducted with 27 students selected through total sampling. Learning outcomes were measured using a validated and reliable multiple-choice test of Higher-Order Thinking Skills (HOTS), supported by observation, interviews, and documentation. The data were analyzed using the Shapiro–Wilk normality test, the paired sample t-test, the Wilcoxon signed-rank test, and N-Gain analysis. Students’ mean learning outcome increased from 59.07 on the pretest to 87.41 on the posttest, and the minimum score rose from 27 to 60. The paired sample t-test (t = 13.969, p < 0.001) and the Wilcoxon signed-rank test (p = 0.001) showed a significant difference, and the N-Gain score of 0.717 was in the high category. These findings indicate that the Deep Learning-based SCICOLLA model, through mindful, meaningful, and joyful collaborative inquiry, has a significant positive effect on fifth-grade students’ learning outcomes.

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