Deep Learning is Reviewed from the Perspective of Reconstructivism and Essentialism Philosophy in Citizenship Education Learning

Rony Wirachman (Universitas Pendidikan Indonesia)
Sapriya Sapriya (Universitas Pendidikan Indonesia)

International Journal of Social Learning (IJSL)
Vol. 6 No. 3 (2026): August

Deep learning is a conceptual approach in education that seeks to develop individuals holistically by integrating intellectual, emotional, and social aspects of learning. In the era of Society 5.0, humans are required to closely interact with advanced technologies, especially artificial intelligence, to support the realization of a Super-Intelligent Society. Therefore, a philosophical study of deep learning in Civics Education (PKn), grounded in reconstructionism and essentialism, is necessary across all levels of education within the independent curriculum. However, philosophical discussions connecting deep learning in PKn to the relationship between humans and technology remain limited. This study uses a qualitative approach with descriptive methods through a literature review of relevant books, articles, and journals. The findings show reconstructionism supports the implementation of deep learning by encouraging contextual, critical, and participatory learning. At the same time, essentialism emphasizes cautious use of technology and the importance of strengthening core values and the substance of the curriculum.