Implementation of deep learning-based Islamic Religious Education to shape learning experiences
DOI:
https://doi.org/10.32832/tawazun.v19i2.23749Keywords:
Deep Learning, Learning Experience, Islamic Religious Education, Experiential Learning, David KolbAbstract
This study was motivated by the tendency of teaching practices in schools that still emphasize curriculum completion and content delivery rather than student learning experiences. This study aims to analyze the implementation of deep learning in shaping student learning experiences in Islamic Religious Education (IRE) classes at SMP Muhammadiyah Plus Salatiga. This study used a qualitative case study design involving IRE teachers, the Vice Principal for Curriculum, and students selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the interactive analysis model by Miles, Huberman, and Saldaña. The results indicate that the implementation of deep learning in shaping students’ learning experiences as analyzed through David Kolb’s Experiential Learning Theory (ELT), is achieved through meaningful, mindful, and joyful learning activities, such as contextual discussions, educational games, reflective questions, and religious practices connected to students’ daily lives. However, its implementation still faces several challenges, including a curriculum-completion orientation, limited reflective activities, and difficulties in contextualizing specific IRE materials. This study concludes that the implementation of deep learning plays a role in shaping more meaningful, reflective, and contextual learning experiences in IRE and can serve as a reference for the development of learning that is more student-centered.
Abstrak
Penelitian ini dimotivasi oleh kecenderungan praktik pembelajaran di sekolah yang masih menekankan penyelesaian kurikulum dan penyampaian materi daripada pengalaman belajar siswa. Penelitian ini bertujuan untuk menganalisis implementasi deep learning dalam membentuk pengalaman belajar siswa pada pembelajaran PAI di SMP Muhammadiyah Plus Salatiga. Penelitian ini menggunakan desain studi kasus kualitatif yang melibatkan guru PAI, Wakil Kepala Sekolah Bidang Kurikulum, dan siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa implementasi deep learning dalam membentuk pengalaman belajar siswa melalui analisis Experiential Learning Theory (ELT) David Kolb, terbentuk melalui aktivitas belajar yang meaningful, mindful, dan joyful learning, seperti diskusi kontekstual, permainan edukatif, pertanyaan reflektif, dan praktik ibadah yang terhubung dengan kehidupan sehari-hari siswa. Namun, dalam implementasinya masih menghadapi beberapa tantangan, termasuk orientasi penyelesaian kurikulum, keterbatasan aktivitas reflektif, dan kesulitan dalam mengontekstualisasikan materi PAI tertentu. Penelitian ini menyimpulkan bahwa implementasi deep learning berperan dalam membentuk pengalaman belajar yang lebih bermakna, reflektif, dan kontekstual dalam pembelajaran PAI serta dapat menjadi rujukan bagi pengembangan pembelajaran yang lebih berpusat pada pengalaman siswa.
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