Efektivitas Deep Learning Terhadap Kecemasan Akademik dan Kemandirian Belajar
DOI:
https://doi.org/10.67686/didaktika.v10i3.2306Abstract
Academic anxiety is a significant problem among junior high school students, with prevalence reaching 4-61%, impairing cognitive function and reducing academic achievement, while students' self-regulated learning remains low. The Deep Learning approach, integrating meaningful, mindful, and joyful principles, is offered as a solution, yet empirical evidence remains limited. This quasi-experimental study with a nonequivalent control group design involved 66 eighth-grade students at SMPN 4 Pangalengan (experimental group=32, control group=34). Validated instruments included the academic anxiety scale (8 items, α=0.842) and self-regulated learning scale (12 items, α=0.876). Results showed significant reduction in academic anxiety (gain=7.97; t(31)=112.7; p<0.001; d=19.9) and significant increase in self-regulated learning (gain=10.44; t(31)=15.2; p<0.001; d=2.69) in the experimental group. N-Gain for self-regulated learning reached 0.71 (high category), significantly different from the control group (0.27). ANCOVA confirmed between-group differences after controlling for pretest (η²p=0.43 for anxiety; η²p=0.37 for self-regulated learning). Practical implications: teachers need to integrate the three Deep Learning pillars in instructional design. Recommendation: longitudinal studies and multimodal measurements are needed to examine long-term effects.
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