The Urgency of Implementing Deep Learning Models to Improve the Quality of Learning in the Merdeka Curriculum at Islamic Elementary Schools
DOI:
https://doi.org/10.32832/at-tadib.v10i1.23221Keywords:
Deep Learning Literacy, Teaching Quality, Independent Curriculum, Islamic Elementary SchoolsAbstract
This study examines the urgency of implementing deep learning models to improve the quality of learning within the framework of the Merdeka Curriculum in Islamic Elementary Schools. The study employed a multi-site case study design with a qualitative approach conducted at three Islamic Elementary Schools in Cipondoh District, Tangerang City. The participants consisted of 25 informants, including teachers, principals, students, parents, and community representatives. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using thematic and cross-case analysis to identify similarities and differences in implementation across research sites. The findings reveal that the implementation of deep learning is considered important in supporting adaptive, differentiated, and student-centered learning in line with the principles of the Merdeka Curriculum. Teachers perceived that this approach could enhance student engagement, critical thinking skills, collaboration, and the quality of formative assessment. However, its implementation still faces several challenges, including limited infrastructure, inadequate digital and pedagogical competence among teachers, limited access to professional development, and uneven institutional readiness. In addition, structural challenges related to curriculum alignment, madrasah administrative systems, and the integration of Islamic educational values also influence the effectiveness of deep learning implementation. This study concludes that deep learning should not only be understood as a pedagogical innovation, but also as a systemic transformation that requires policy support, teacher capacity building, institutional readiness, and the development of a contextual, ethical, and sustainable learning ecosystem within Islamic Elementary Schools. The findings provide both theoretical and practical contributions to the development of technology-based learning and the transformation of Islamic education in the era of the Merdeka Curriculum.
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