PENERAPAN PENDEKATAN DEEP LEARNING BERBASIS KOMPONEN MEANINGFUL, MINDFUL DAN JOYFUL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MATERI HUTANG PIUTANG DAN RIBA - Hilya Adzhani; Anis Sukmawati (AT-TAJDID, 2026)
Penelitian ini bertujuan untuk menerapkan pendekatan deep learning berbasis tiga komponen utama, yaitu meaningful, mindful, dan joyful  dalam pembelajaran Pendidikan Agama Islam (PAI) pada materi “Hutang Piutang dan Riba dalam Islam” di SMP Negeri 1 Waru, Sidoarjo. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sifat field research. Subjek penelitian adalah siswa kelas VIII. Prosedur penelitian meliputi asesmen awal melalui Google Form, perencanaan perangkat ajar berbasis deep learning, pelaksanaan pembelajaran dengan mengintegrasikan komponen meaningful, mindful, dan joyful, serta evaluasi melalui LKPD, Quizizz, Educaplay, dan refleksi terbuka siswa di Padlet. Data diperoleh melalui observasi, hasil pekerjaan siswa, tes sumatif, serta refleksi tertulis. Analisis data menggunakan teknik Miles & Huberman yang mencakup reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pendekatan deep learning mampu meningkatkan pemahaman konseptual siswa, melatih kemampuan berpikir kritis dan reflektif, serta menciptakan suasana belajar yang menyenangkan dan kontekstual. Siswa menunjukkan keterlibatan aktif, antusiasme tinggi, serta respons positif terhadap pembelajaran. Meskipun terdapat kendala berupa keterbatasan waktu dan belum terbiasanya siswa berpikir reflektif, pendekatan ini terbukti efektif dan layak dikembangkan sebagai strategi inovatif dalam pembelajaran PAI.This study aims to apply a deep learning approach based on three main components, namely meaningful, attentive, and enjoyable in Islamic Religious Education (PAI) learning on the topic "Debt and Usury in Islam" at SMP Negeri 1 Waru, Sidoarjo. The study uses a qualitative descriptive approach with a field research nature. The research subjects are eighth grade students. The research procedures include initial assessments through Google Forms, planning deep learning-based teaching materials, implementing learning by integrating meaningful, attentive, and enjoyable components, and evaluation through LKPD, Quizizz, Educaplay, and students' open reflections on Padlet. Data were obtained through observation, student work results, summative tests, and written reflections. Data analysis uses the Miles & Huberman technique which includes reduction, presentation, and drawing conclusions. The results show that the deep learning approach is able to improve students' conceptual understanding, train critical and reflective thinking skills, and create a fun and contextual learning atmosphere. Students show active involvement, high enthusiasm, and positive responses to learning. Despite the constraints of time constraints and students not being accustomed to reflective thinking, this approach has proven to be effective and worthy of being developed as an innovative strategy in Islamic Religious Education learning.