Evaluasi Penerapan Deep Learning Dalam Pembelajaran PAI Di SDN 81 Kota Bengkulu

Abstract

Abstract

This study aims to evaluate the implementation of the Deep Learning approach in Islamic Religious Education (PAI) learning at SDN 81 Bengkulu City. The evaluation focuses on the planning process, implementation, and impact of the Deep Learning approach on student learning activities. This study used a descriptive qualitative method with data collection techniques through classroom observations, in-depth interviews with PAI teachers and several students, and document analysis in the form of lesson plans and student worksheets. Data were analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions. The results showed that teachers had implemented the main components of Deep Learning, such as exploration, analysis, collaboration, and reflection, although not yet fully consistent in each meeting. Students appeared more active in discussions, asking questions, and relating PAI material to everyday life. The implementation of Deep Learning also triggered the emergence of higher-order thinking skills, especially in drawing conclusions and analyzing simple cases related to morals and worship. However, there were several obstacles, such as limited learning time, variations in student abilities, and the need for teachers to better master strategies for deepening material according to the characteristics of elementary school students.

Abstrak

Penelitian ini bertujuan untuk mengevaluasi penerapan pendekatan Deep Learning dalam pembelajaran Pendidikan Agama Islam (PAI) di SDN 81 Kota Bengkulu. Fokus evaluasi meliputi proses perencanaan, pelaksanaan, dan dampak pendekatan Deep Learning terhadap aktivitas belajar siswa. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui observasi kelas, wawancara mendalam dengan guru PAI dan beberapa siswa, serta analisis dokumen berupa RPP dan lembar kerja siswa. Data dianalisis menggunakan model Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menerapkan komponen utama Deep Learning, seperti kegiatan eksplorasi, analisis, kolaborasi, dan refleksi, meskipun belum sepenuhnya konsisten di setiap pertemuan. Siswa terlihat lebih aktif dalam berdiskusi, bertanya, dan mengaitkan materi PAI dengan kehidupan sehari-hari. Penerapan Deep Learning juga memicu munculnya kemampuan berpikir tingkat tinggi, terutama dalam membuat kesimpulan dan menganalisis kasus sederhana terkait akhlak dan ibadah. Namun, terdapat beberapa kendala, seperti keterbatasan waktu pembelajaran, variasi kemampuan siswa, serta kebutuhan guru untuk lebih menguasai strategi pendalaman materi sesuai karakteristik siswa SD.