Deep-Discovery Model: Fostering Cultural Resilience and Critical Thinking in Remote Schools

Abstract

Amidst the massive wave of globalization, elementary schools in Indonesia's remote areas, particularly in West Kalimantan, encounter a unique paradox: increasing digital access alongside the erosion of local cultural identity. Conventional educational models often fail to bridge this gap. This article proposes the Deep-Discovery Learning Model, a novel theoretical synthesis integrating the constructivist pedagogy of Discovery Learning with the Deep Learning framework (encompassing both the philosophy of meaningful learning and adaptive AI technology). The primary objective of this model is to simultaneously strengthen students' cultural resilience and critical thinking skills. Mechanistically, the model outlines learning stages where technology functions as adaptive scaffolding to assist students in critically investigating local cultural issues. Through a systematic literature review of 26 selected sources, this study formulates a framework that transforms the role of students from passive consumers of global culture into proactive agents of local cultural preservation. The practical implications of this model offer guidance for curriculum developers and practitioners in 3T (frontier, outermost, and disadvantaged) regions to utilize technology not merely as an auxiliary tool, but as a catalyst for character reinforcement.