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Trisakti Handayani
Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang
Education Languange, Linguistic, Communication & Media Social Sciences

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Deep Learning: Implementation and Impact in Islamic Junior High Schools Erda Farid Hidayani; Harun Joko Prayitno; Trisakti Handayani
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.v1i1.11077

Abstract

This study aims to describe the implementation of deep learning strategies at the secondary level within an Islamic educational setting, specifically at SMP Islam Ar‑Rahmah. A descriptive qualitative approach was employed to examine in depth the teaching–learning processes integrated with Islamic values and the school’s sociocultural context. Data were gathered through participatory observation, in‑depth interviews, and the documentation of instructional materials. The findings reveal that deep learning was effectively realized through Problem‑Based Learning (PBL) and Project‑Based Learning (PjBL) in both the natural science (IPA) and social science (IPS) curricula. Students actively engaged in contextualized projects—such as the Socio Project Board initiative and water‑filtration experiments—which fostered critical thinking, collaborative teamwork, and data‑driven decision‑making competencies. Moreover, the integration of religious programming and boarding‑school activities contributed to the development of intrapersonal and interpersonal skills that align with the core values of Pancasila students. Nevertheless, challenges persist, particularly with respect to instructional design and the availability of teacher training. Consequently, systemic support from educational institutions and policymakers is necessary to bolster the sustainable and meaningful implementation of deep learning in Islamic schools.
Co-Authors Erda Farid Hidayani Harun Joko Prayitno