EduAsiaNews, Malang – Universitas Negeri Malang (UM), through a research initiative, has developed D-ACT ECO (Deep Learning Adaptive Collaborative Technology for Economics) as an innovative digital-based economics learning medium that integrates the Deep Learning approach with the Technological Pedagogical Content Knowledge (TPACK) framework. The innovation was developed to strengthen economics education in Madrasah Aliyah (MA), ensuring that learning goes beyond the delivery and memorization of content to promote conceptual understanding, critical thinking, problem-solving, reflection, and student collaboration.
The development of D-ACT ECO was carried out from July to August 2026 in response to challenges in optimizing the use of digital technology in economics education. A needs analysis conducted as part of the research showed that most teachers had already adopted digital technology, but its use remained largely focused on presentation media and document-sharing platforms. The use of technology to support critical thinking, problem-solving, collaborative learning, and digital assessment remained relatively limited.
At the same time, the learning process tended to remain teacher-centered, limiting opportunities for students to independently explore economic concepts. This condition highlights the need for learning media that not only provides digital content but also facilitates more meaningful learning activities. Teachers need a platform that is flexible, interactive, user-friendly, accessible across multiple devices, and aligned with the learning needs of the Merdeka Curriculum.
Based on these needs, D-ACT ECO was developed as a digital economics learning ecosystem that integrates technology, pedagogy, and subject matter. The platform is designed to help teachers create learning experiences that are more contextual, in-depth, and relevant to developments in digital education.
D-ACT ECO Website Dashboard
The D-ACT ECO website was developed as a digital platform for teachers and students. In its initial design, the platform integrates several learning components, including Problem-Based Learning, HOTS Assessment, and Digital Reflection. These components are designed to support a more active and meaningful economics learning process.
D-ACT ECO functions not merely as a repository for learning materials but also as a learning environment that helps students explore problems, develop higher-order thinking skills, and reflect on their learning processes. Technology is utilized within the TPACK framework to ensure that it remains integrated with pedagogical strategies and economics subject matter.
The platform’s development also takes into account the characteristics of Madrasah Aliyah as its primary implementation context. Accordingly, D-ACT ECO is designed to create contextual economics learning experiences while supporting the transformation toward digital-based education.
D-ACT ECO was developed using a Research and Development (R&D) methodology based on the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. During the Analysis stage, the team identified needs through observations and interviews with the East Java Provincial MA Economics Subject Teachers’ Association (MGMP) regarding learning challenges, technological readiness, and the needs of teachers and students.
The Design stage focused on designing the platform, Deep Learning instructional syntax, TPACK integration, and product development instruments. The Development stage was then used to produce a website prototype, develop economics learning content, and conduct product validation.
The Implementation stage focused on applying the website in actual learning environments to assess its use under real-world conditions. Meanwhile, the Evaluation stage was used to analyze learning outcomes and user responses, while also serving as a basis for revising and refining the product. The ADDIE model was selected because it provides a systematic development process, ensuring that each stage is grounded in the findings of analysis and evaluation.
D-ACT ECO Testing Activity with the Economics MGMP
D-ACT ECO was tested in collaboration with economics teachers who are members of the East Java MA Economics MGMP as part of the platform’s development and refinement process. The activity provided an opportunity for collaboration between the development team and education practitioners to introduce the website while obtaining direct feedback from users.
Through the activity, teachers had the opportunity to familiarize themselves with the features, user flow, and learning concepts incorporated into D-ACT ECO. Teacher involvement was essential because teachers have direct knowledge of learning needs and student characteristics. Therefore, the testing process served not only as a technical trial but also as a means of obtaining substantive feedback on the platform’s relevance to learning needs.
The testing was conducted in Kediri and Blitar Regencies through collaboration with the Kediri Regency MA Economics MGMP and Blitar MA Economics MGMP. During the activities, teachers provided feedback on ease of use, website interface, content suitability, and its potential application in economics learning.
The feedback served as a basis for evaluating and refining the platform’s features and content. The testing forums also provided opportunities to discuss the effective integration of technology, pedagogy, and economics content in Madrasah Aliyah. This collaboration is expected to ensure that the development of D-ACT ECO continues to be grounded in the actual needs of users in the field.
One of the key characteristics of D-ACT ECO is the integration of the Deep Learning approach with TPACK in learning activities. Within the platform, deep learning is guided by three principles: Meaningful Learning, Mindful Learning, and Joyful Learning.
Meaningful Learning encourages students to connect economic concepts with relevant experiences and problems, ensuring that learning does not stop at memorization. Mindful Learning emphasizes students’ conscious engagement in exploring, understanding, and reflecting on the learning process. Meanwhile, Joyful Learning aims to create engaging and enjoyable learning experiences without compromising the depth of the subject matter.
These three principles are integrated with Content Knowledge, Pedagogical Knowledge, and Technological Knowledge within the TPACK framework. This integration forms the foundation of D-ACT ECO in delivering economics learning that not only utilizes technology but also has clear pedagogical direction and learning objectives.
D-ACT ECO Learning Content Interface
At the design stage, D-ACT ECO was equipped with several features to support interactive and collaborative economics learning. The platform structure includes Dashboard, Learning Materials, Learning Videos, Digital Worksheets (LKPD), Discussion Forum, Quiz and Evaluation, Project-Based Assignment, Learning Analytics, and Teacher Dashboard.
The learning materials and video features provide learning resources to help students develop an understanding of economic concepts. Meanwhile, digital worksheets and project-based assignments direct students toward structured exploration and problem-solving activities.
The discussion forum provides a space for interaction and collaborative learning, while quizzes and evaluations support digital assessment. The Learning Analytics feature enables student learning progress to be monitored, providing teachers with information to support the learning process.
D-ACT ECO’s content is also designed to connect economics subject matter with real-life situations. Learning activities are structured around stages of problem exploration, investigation, reflection, collaboration, and knowledge transfer. Through this approach, students not only learn economic definitions and theories but also learn to apply them to explain various social and economic phenomena in their surroundings.
The integration of content, pedagogy, and technology ensures that each activity on the website is interconnected. D-ACT ECO is expected to help students develop a deeper understanding of economics while strengthening their higher-order thinking skills.
D-ACT ECO Developer Profile
Assessment is an important component of D-ACT ECO’s development. The platform provides a Quiz and Evaluation feature to measure student understanding in a manner that is more closely integrated with learning activities.
The assessment instruments are designed to emphasize Higher Order Thinking Skills (HOTS), ensuring that evaluation goes beyond measuring students’ ability to recall information. Students are encouraged to use economic knowledge to analyze information, develop arguments, solve problems, and make decisions based on the given context.
Digital assessment provides teachers with greater flexibility in conducting evaluations. The results can also serve as information for identifying students’ learning progress and needs. Accordingly, assessment in D-ACT ECO forms part of an effort to create economics learning that is focused, reflective, and competency-oriented.
During the Development stage, the D-ACT ECO prototype underwent validation by learning media experts, economics subject-matter experts, and TPACK experts. The validation covered aspects including interface design, system navigation, ease of use, content quality, alignment with learning outcomes, implementation of Deep Learning, and TPACK integration.
The validation results showed that all aspects achieved an Aiken’s V value above 0.80, indicating that the website was categorized as highly valid. The validation process also generated several recommendations, including simplifying menu navigation, adding contextual economics case studies, improving infographic quality, optimizing the interface for mobile devices, and refining HOTS-based assessment instruments.
These recommendations were used as a basis for refining the prototype before it proceeded to further testing. This demonstrates that the development of D-ACT ECO considers not only technological aspects but also content, pedagogy, and user experience.
The strength of D-ACT ECO lies in the synergy between Deep Learning and TPACK within a single digital learning medium. The Deep Learning approach provides students with opportunities to develop conceptual understanding through exploratory, reflective, and collaborative activities. Meanwhile, TPACK ensures that the technology used is connected to learning strategies and economics subject matter.
This synergy distinguishes D-ACT ECO from digital learning media that function primarily as content providers. The various activities available on the website allow students to engage in diverse learning experiences, while teachers gain a tool for designing learning in a more integrated manner.
The website also has the potential to support the implementation of the Merdeka Curriculum while strengthening the digital competencies of teachers and students in Madrasah Aliyah. In this way, D-ACT ECO represents an alternative innovation that connects the needs of economics education with the transformation of digital education.
The development of D-ACT ECO is aligned with Sustainable Development Goal (SDG) 4: Quality Education. Its contribution is reflected not merely in the use of technology but, more importantly, in efforts to create learning that is meaningful, interactive, collaborative, and competency-oriented.
The integration of technology, pedagogy, and content through TPACK serves as a strategy to ensure that the digitalization of learning remains grounded in clear educational principles. The Deep Learning approach also provides students with opportunities to develop conceptual understanding, analytical skills, reflection, and active engagement in the learning process.
Collaboration with the MGMP community also creates opportunities to strengthen teachers’ capacity to utilize technology for learning. Thus, D-ACT ECO is being developed not merely as a website but as part of an effort to strengthen a high-quality economics learning ecosystem in Madrasah Aliyah.
Going forward, the results of testing in Kediri and Blitar Regencies can serve as input for further evaluation and refinement of the platform. The evaluation will cover user experience, ease of operation, content quality, relevance of learning activities, and feature effectiveness.
Future development will also explore the potential integration of more adaptive technologies, such as Artificial Intelligence (AI), personalized learning recommendations, adaptive question banks, gamification, and more comprehensive dashboard analytics. These developments are expected to strengthen D-ACT ECO’s function as a learning medium that not only presents content but also supports data-driven learning decisions.
Through continuous refinement and collaboration with the economics teacher community, D-ACT ECO is expected to be implemented more broadly as an innovative economics learning solution that supports the transformation of digital education while strengthening the achievement of Quality Education as envisioned under SDG 4.
