<![CDATA[Abstract. This study was motivated by the persistently low critical thinking skills of students in Islamic Religious Education (PAI) classes, a result of instruction dominated by teacher-centered approaches. This situation highlighted the need to implement a "Deep Learning" approach, which emphasizes meaningful, reflective, and student-centered learning. The study aimed to examine the implementation of Deep Learning in PAI instruction and analyze its impact on students' critical thinking skills at SMA Plus Muallimin 50 Lembang. The research was grounded in the constructivist theories of Piaget and Vygotsky, Ausubel’s theory of Meaningful Learning, and Deep Learning theories as defined by Biggs and Tang and the Ministry of Education and Culture (Kemendikbudristek). A quantitative approach using an experimental method was employed; the entire population of 149 students served as the saturated sample. Data were collected via observation sheets and tests, then analyzed using descriptive and non-parametric statistics—specifically normality tests, Spearman Rank correlation, significance tests, and the coefficient of determination. The results indicated that the implementation of Deep Learning fell into the "good" category, with an average score of 86.86. The dimensions of mindful learning, joyful learning, and meaningful learning achieved scores of 91.99%, 89.91%, and 89.54%, respectively. However, the Spearman Rank correlation test yielded a coefficient of -0.063 with a significance level of 0.445 (>0.05), suggesting no statistical linear correlation due to a ceiling effect where both variables achieved uniformly high scores. Nevertheless, test assessments confirmed that students' critical thinking skills reached a high level as a result of the deep learning implementation Keywords: Deep Learning, Critical Thnking, Islamic Religius Education, Ceiling Effect, Learning Evaluation. Abstrak. Penelitian ini dilatarbelakangi oleh masih rendahnya kemampuan berpikir kritis peserta didik dalam pembelajaran PAI akibat pembelajaran yang masih didominasi oleh pendekatan teacher-centered. Kondisi tersebut mendorong perlunya penerapan pendekatan Deep Learning yang menekankan pembelajaran bermakna, reflektif, dan berpusat pada peserta didik. Penelitian ini bertujuan untuk mengetahui implementasi Deep Learning dalam pembelajaran PAI serta menganalisis pengaruhnya terhadap kemampuan berpikir kritis siswa di SMA Plus Muallimin 50 Lembang. Penelitian ini menggunakan landasan teori konstruktivisme (Piaget & Vygotsky), teori Meaningful Learning (Ausubel), serta teori Deep Learning (Biggs & Tang; Kemendikbudristek). Metode penelitian yang digunakan adalah kuantitatif eksperimental dengan populasi sebanyak 149 siswa yang sekaligus dijadikan sampel jenuh. Data dikumpulkan melalui lembar observasi dan tes, selanjutnya dianalisis menggunakan statistik deskriptif dan statistik nonparametrik (uji normalitas, korelasi Spearman Rank, uji signifikansi, dan koefisien determinasi). Hasil penelitian menunjukkan bahwa implementasi Deep Learning berada pada kategori baik dengan nilai rata-rata 86,86. Dimensi mindful learning, joyful learning, dan meaningful learning masing-masing memperoleh persentase sebesar 91,99%, 89,91%, dan 89,54%. Namun, hasil uji korelasi Spearman Rank menunjukkan nilai koefisien korelasi sebesar -0,063 dengan signifikansi 0,445 (>0,05), sehingga secara statistik inferensial tidak terdapat korelasi linier yang signifikan antara tingkat variasi X dan Y. Hal ini disebabkan olehtimbulnya ceiling effect (efek langit-langit), di mana skor variabel implementasi Deep Learning (X) dan kemampuan berpikir kritis (Y) sama-sama berada pada kategori sangat tinggi secara merata. Walaupun demikian, penilaian tes membuktikan secara empiris bahwa tingkat kemampuan berpikir kritis siswa telah berada pada kategori sangat baik melalui penerapan pembelajaran mendalam. Kata Kunci: Deep Learning Berpikir Kritis, Pendidikan Agama Islam, Ceiling Effect, Evaluasi Pembelajaran.]]>
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