IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM KURIKULUM DAN PEMBELAJARAN DI PONPES CENDIKIA FAIHA - Risti Amelia; Fabian Majid Yoga Isnawan; Silda Salsabila; Abdurrahmansyah (AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 2026)
Abstract: This study aims to analyze the implementation of the deep learning approach in the PAI curriculum and learning at Ponpes Cendikia Faiha, including exploring teachers' perceptions, teaching practices, and identifying supporting and inhibiting factors. This research employed a descriptive qualitative methodology with purposive sampling technique. Data were collected through participative observation, semi-structured in-depth interviews with 5 teachers and 5 students, and documentation analysis. The findings indicate that the deep learning system, built upon three main pillars (mindful, meaningful, and joyful learning), makes a significant positive contribution to the quality of PAI education. Although their level of consistency varies, the educators have strived to implement this methodology, while students show positive responses reflected in increased activeness, ease of understanding the material, and strengthened memory retention. The success of this implementation is driven by teachers' internal motivation, students' learning enthusiasm, and training assistance from educational institutions. Conversely, the obstacles faced include limited preparation time, lack of diverse teaching media, and the need to continuously enhance teachers' professional capacity. Comprehensively, deep learning is proven to be more effective in the long term compared to traditional methods because it can achieve substantive and relevant material mastery for students.   Abstrak: Riset ini dilaksanakan untuk membedah implementasi pendekatan deep learning dalam kurikulum dan pembelajaran PAI di Ponpes Cendikia Faiha, yang mencakup penelusuran persepsi pendidik, implementasi pengajaran, serta pemetaan elemen pendorong maupun penghambatnya. Studi ini memakai metodologi kualitatif deskriptif dengan metode penentuan informan melalui purposive sampling. Perolehan data dilakukan lewat observasi partisipatif, dialog mendalam secara semi-terstruktur bersama 5 guru dan 5 murid, serta analisis dokumen pendukung. Temuan riset mengindikasikan bahwa sistem deep learning yang bersandar pada tiga fundamen utama (mindful, meaningful, dan joyful learning) memberikan kontribusi positif yang besar terhadap mutu edukasi PAI. Meskipun tingkat konsistensinya beragam, para pendidik telah mengupayakan praktik metodologi ini, sementara murid memperlihatkan reaksi positif yang nampak pada peningkatan keaktifan, kemudahan menyerap materi, serta penguatan retensi ingatan. Keberhasilan implementasi ini didorong oleh motivasi internal guru, gairah belajar siswa, dan asistensi bimbingan dari instansi pendidikan. Sebaliknya, kendala yang dihadapi berupa keterbatasan durasi persiapan, kurangnya keragaman media ajar, serta kapasitas profesionalisme guru yang harus terus diasah. Secara komprehensif, deep learning teruji lebih berdaya guna dalam skala jangka panjang ketimbang metode tradisional karena sanggup mewujudkan penguasaan materi yang substantif dan relevan bagi anak didik.