Haditsa Qur'ani Nurhakim, Isnan Rojibillah Isnan, Harsing Harsing, Supiana Supiana, Qiqi Yuliati Zakiah Qiqi

INOVASI KURIKULUM DAN TEKNOLOGI PEMBELAJARAN (DEEP LEARNING)

Introduction

Inovasi kurikulum dan teknologi pembelajaran (deep learning). Jelajahi inovasi kurikulum & teknologi pembelajaran deep learning untuk pendidikan dasar & menengah di Indonesia. Tingkatkan kualitas belajar, berpikir kritis, & kolaborasi. Atasi tantangan implementasi.

Abstract

The deep learning instructional model, as proposed by Abdul Mu’ti, emphasizes mindful, meaningful, and enjoyable learning experiences. This approach not only encourages students to memorize but also to deeply understand and internalize knowledge, thereby enhancing critical thinking, independence, and active engagement in the learning process. This study aims to examine the implementation of the deep learning model in primary and secondary education in Indonesia through a literature review method. Based on an analysis of various academic sources and recent educational policies, it was found that this model holds significant potential for improving learning quality and fostering a more reflective and collaborative learning environment. However, its implementation still faces several challenges, including limited infrastructure, insufficient teacher training, and the dominance of traditional curricula that restrict learning flexibility. This article recommends strengthening teacher capacity through continuous professional development, providing adequate facilities and infrastructure, and developing policies that support the adoption of deep learning approaches. With the right support, deep learning can become a strategic educational approach to enhance the quality of education in Indonesia and to shape a generation that is adaptive and competitive in the global era.

Review

This article, "INOVASI KURIKULUM DAN TEKNOLOGI PEMBELAJARAN (DEEP LEARNING)," presents a timely and relevant exploration of the deep learning instructional model within the Indonesian educational context. The abstract effectively introduces the model, attributed to Abdul Mu’ti, emphasizing its holistic approach to fostering mindful, meaningful, and enjoyable learning experiences that move beyond rote memorization towards deep understanding and critical thinking. Utilizing a literature review methodology, the study aims to assess the implementation potential and current state of this model in Indonesian primary and secondary education. The focus on improving learning quality and developing adaptive, competitive generations aligns well with contemporary educational reforms. The paper successfully identifies the significant potential of the deep learning model to cultivate a more reflective and collaborative learning environment, a finding supported by an analysis of various academic sources and educational policies. Crucially, it also provides a balanced perspective by outlining key challenges to implementation, including limitations in infrastructure, insufficient teacher training, and the pervasive influence of traditional curricula. The article’s strength lies in its practical recommendations, which include strengthening teacher capacity through continuous professional development, ensuring adequate facilities, and advocating for supportive policy development. These recommendations offer actionable insights for policymakers and educational practitioners striving to integrate innovative pedagogical approaches. While the abstract promises a comprehensive literature review, a full assessment would benefit from a more detailed outline of the specific types of "academic sources" and "recent educational policies" analyzed, as well as a deeper engagement with the unique characteristics of Abdul Mu’ti's proposed model compared to other deep learning frameworks. Nevertheless, the article makes a valuable contribution by synthesizing existing knowledge, highlighting both opportunities and obstacles, and charting a path forward for enhancing educational quality in Indonesia. It serves as an important resource for educators, researchers, and policymakers interested in the strategic adoption of advanced learning models to meet the demands of the global era.

Full Text

Comments

You need to be logged in to post a comment.