Implementasi Deep Learning dalam Pembelajaran Sejarah di SMA Negeri 13 Semarang - Dwiki Duta Ramadhan; Atno Atno (Pattingalloang : Jurnal Pemikiran Pendidikan dan Penelitian Kesejarahan, 2026)
Penelitian ini bertujuan menganalisis implementasi pendekatan deep learning dalam pembelajaran sejarah di SMA Negeri 13 Semarang. Permasalahan utama adalah dominasi metode hafalan yang berdampak pada rendahnya kemampuan berpikir kritis dan kurangnya keterkaitan materi dengan realitas kontemporer. Penelitian menggunakan metode kualitatif deskriptif melalui observasi tiga pertemuan, wawancara guru dan siswa kelas X, serta analisis Modul Ajar. Hasil menunjukkan bahwa prinsip mindful, meaningful, dan joyful learning melalui Project Based Learning diterapkan efektif, terutama pada materi Masa Kerajaan Hindu-Buddha. Strategi guru seperti asesmen diagnostik digital, diskusi multiperspektif, dan media interaktif mendorong keterlibatan aktif siswa. Meski terdapat keterbatasan waktu, pendekatan ini meningkatkan kemampuan berpikir kritis dan kolaborasi sesuai tuntutan abad ke-21. Disimpulkan bahwa kompetensi pedagogis guru menjadi kunci pembelajaran sejarah yang lebih bermakna. This study aims to analyze the implementation of the deep learning approach in history instruction at State Senior High School 13 Semarang. The main issue is the dominance of rote memorization methods, which has led to low critical thinking skills and a lack of connection between the material and contemporary reality. The study employed a descriptive qualitative method through observations of three class sessions, interviews with teachers and 10th-grade students, and an analysis of the Teaching Module. The results indicate that the principles of mindful, meaningful, and joyful learning through Project-Based Learning were effectively applied, particularly in the material on the Hindu-Buddhist Kingdom Period. Teacher strategies such as digital diagnostic assessments, multi-perspective discussions, and interactive media encouraged active student engagement. Despite time constraints, this approach enhanced critical thinking skills and collaboration in line with 21st-century demands. It was concluded that teachers’ pedagogical competencies are key to more meaningful history learning.