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All Journal Profetika JURNAL DIVERSITA Jurnal PAJAR (Pendidikan dan Pengajaran) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Ideas: Jurnal Pendidikan, Sosial dan Budaya Indonesian Journal on Learning and Advanced Education (IJOLAE) Profetika: Jurnal Studi Islam Journal of Deep Learning
Muhammad Samsudin
Faculty Of Islamic Studies, Universitas Muhammadiyah Yogyakarta
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Journal : journal of deep learning

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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.
Co-Authors Akbar Nur Aziz Almardliyatul Wardatun Nisa A Almardliyatul Wardatun Nisa Almunawaroh Anisa Dwi Makrufi Aris Fauzan Azam Syukur Rahmatullah, Azam Syukur Harun Joko Prayitno Indri Wahyu Rahmadayanti Koesoemo Ratih M. Nurul Yamin Manan, Nanan Abdul Muhammad Syifa Amin Widigdo Murwanto Setyo Nugroho Mustofa Dasuki Nurul Yamin Rizky Hasmiansyah Rusdarti - Wachidi Widia Nur Jannah, Widia Nur