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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Nisaa Unzylayka
STIT Muhammadiyah Kediri
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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DEEP LEARNING IN ISLAMIC EDUCATION: A COMPARATIVE APPROACH OF JOHN DEWEY AND PAULO FREIRE’S EDUCATIONAL PHILOSOPHIES FOR TRANSFORMATIVE TEACHING Nisaa Unzylayka
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

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Abstract

This study explores the conceptual integration of deep learning within Islamic Education through a comparative analysis of the educational philosophies of John Dewey and Paulo Freire. Responding to the growing challenge of technological disruption in education, the study argues that the implementation of deep learning should not be limited to technical or mechanistic approaches, but must be grounded in strong philosophical and ethical foundations. Using an interpretative qualitative method, this research employs comparative thematic analysis to examine key concepts such as experience, reflection, dialogue, critical consciousness, and social transformation in the works of Dewey and Freire. The findings reveal that Dewey’s pragmatic and democratic orientation toward experiential learning complements Freire’s critical and emancipatory pedagogy aimed at social justice. Their integration offers a transformative learning framework that aligns with the moral, spiritual, and social values of Islamic Education. This study contributes theoretically by formulating a conceptual model of deep learning that bridges pragmatic and critical perspectives, and practically by offering a value-oriented direction for educators in designing reflective, dialogical, and socially responsive learning environments. The proposed framework positions Islamic Education as a mediating force between technological advancement and humanistic educational transformation.
IMPLEMENTASI PEMBELAJARAN DIFERENSIASI DALAM MENGAKOMODASI KERAGAMAN KEBUTUHAN BELAJAR SISWA MI: STUDI KUALITATIF DI MI MA’ARIF NU INSAN CENDEKIA UNZYLAYKA, NISAA
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Januari
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/5qmmnc61

Abstract

The diversity of students’ learning needs in Madrasah Ibtidaiyah represents a pedagogical reality that requires the implementation of adaptive, inclusive, and learner-centered instruction. Differences in academic abilities, learning styles, interests, and learning readiness are often not optimally accommodated through conventional, uniform instructional approaches. Therefore, differentiated instruction is a relevant strategy, as it allows teachers to adjust learning content, processes, and products according to students’ individual characteristics. This study aims to describe and analyze the implementation of differentiated instruction in accommodating the diversity of students’ learning needs at MI Maarif NU Insan Cendekia. The research employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with teachers and students, and analysis of instructional documents. Data validity was ensured through source and method triangulation. The findings indicate that differentiated instruction was implemented through the mapping of students’ learning needs, flexible instructional strategies, and variations in learning activities and assessments. This implementation had a positive impact on students’ engagement, self-confidence, and responsiveness, and it strengthens constructivist and humanistic perspectives in Madrasah Ibtidaiyah learning.
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