Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Deep Learning
Murwanto Setyo Nugroho
Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Social Sciences

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Deep Learning vs Differentiated Learning: Learning Innovation in Islamic Boarding School-Based Middle Schools Murwanto Setyo Nugroho; Harun Joko Prayitno; Koesoemo Ratih; Muhammad Samsudin
Journal of Deep Learning Vol. 1, No. 1, June 2025
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v1i1.11246

Abstract

This study aims to examine the implementation of deep learning and differentiated learning approaches in Islamic boarding school-based junior high schools (SMP) in order to improve the quality of meaningful, contextual, and humanistic learning. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies in three Islamic boarding school junior high schools that integrate national and religious curricula. The results of the study indicate that learning strategies such as project-based learning, reflective discussions, and collaborative activities are effective in building conceptual understanding and spiritual values ​​of students. Differentiated learning enables the creation of an inclusive learning environment by adjusting content, processes, and products according to students' learning profiles. Implementation challenges arise in terms of time constraints, dual curriculum burdens, and teacher professional readiness. Authentic project-based and portfolio-based evaluations are more relevant in measuring cognitive, affective, and spiritual competencies holistically. This study recommends the need for educational policies that are more adaptive to the characteristics of Islamic boarding schools, including contextual teacher training, curriculum flexibility, and an inclusive and sustainable evaluation system. These findings confirm that deep learning and differentiated learning have great potential in transforming Islamic boarding school education towards 21st-century learning that is more humanistic, reflective, and transformative.
Policy–Practice Gap in Teacher Career Development: Implications for Motivation and Educational Quality in Private Junior Secondary Schools Murwanto Setyo Nugroho; Harun Joko Prayitno; Indri indri; Cuk Taruna Hendrajaya; Iwan Junaedi
Journal of Deep Learning Vol. 2, No. 1, June 2026
Publisher : Universitas Muhammadiyah Surakarta in Collaboration with Kemdikdasmen RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jdl.v2i1.11634

Abstract

This study aims to critically analyze the implementation of teacher career development policies in private junior secondary schools in Sukoharjo Regency and their impact on teacher motivation and educational quality. This study employs a qualitative approach with a case study design, involving teachers, school principals, and school supervisors as key informants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña framework. The findings reveal a significant gap between formal policies and their implementation (policy–practice gap), where policies tend to be administrative in nature and lack sustainable evaluation mechanisms. Furthermore, power structures dominated by school foundations and the weak application of meritocratic principles result in promotion and career development processes that are not based on performance and competence. These conditions lead to declining motivation, low organizational commitment, and a high intention among teachers to leave. More broadly, the weak career development system contributes to stagnation in instructional innovation and declining educational quality. This study highlights the importance of policy reform oriented toward transparency, meritocracy, and continuous professional development. The findings are expected to serve as a basis for developing more equitable, contextual, and sustainable teacher career development policies, particularly in the private education sector.
Co-Authors Cuk Taruna Hendrajaya Harun Joko Prayitno Indri Indri Iwan Junaedi Koesoemo Ratih Muhammad Samsudin