Pengolahan Data ke Pembentukan Pengetahuan: Literatur Review tentang Peran Deep Learning dalam Model Pembelajaran Konstruktivisme

Abstract

This study aims to investigate the process of deep learning within the framework of the constructivist model in education by conducting a systematic literature review. Fifteen of the 150 papers were successfully evaluated and require further analysis. The study concludes that deep learning can improve the quality of information processing by following the hierarchical cognitive processes in the SOLO Taxonomy as stated in the conceptual foundation of the deep learning approach theory. Participation in real-world projects that require students to collaborate increases engagement and the ability to create meaningful knowledge in constructivist classrooms. Metacognition, self-regulation, and introspection are internal components that ensure this deep and continuous learning results in learning products oriented towards student independence. These findings highlight the importance of combining constructivism with deep learning to design learning spaces that encourage students to understand complex ideas and acquire modern skills. Furthermore, this process essentially requires logical thinking and a contemporary generation of learners.