Implementation of the Deep Learning Approach in Islamic Religious Education Instruction

Abstract

This study aims to analyze the implementation of the deep learning approach in Islamic Religious Education instruction at MTs Al-Khoirot, the factors supporting and hindering its application, and its impact on students' understanding and religious attitudes. The study employs a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation related to the Islamic Religious Education learning process at MTs Al-Khoirot. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the deep learning approach is implemented through three principles: mindful learning, meaningful learning, and joyful learning. Mindful learning is realized through reflection and inquiry-based questioning; meaningful learning is achieved by connecting the material to students' experiences and daily lives; and joyful learning is fostered through discussions, case studies, simulations, and practical activities. Supporting factors include teacher competence, a religious madrasa environment, and student engagement, while hindering factors include time constraints, variations in students' prior knowledge, and habits of rote learning. The application of the deep learning approach has a positive impact on students' understanding of the material, active participation, critical thinking skills, and religious attitudes. This study demonstrates that the deep learning approach offers an alternative method for Islamic Religious Education that is more meaningful and contextual, while fostering the development of both knowledge and religious attitudes among students.