IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA PEMBELAJARAN KURIKULUM MERDEKA DI MADRASAH IBTIDAIYAH NURUL HIDAYAH URANGAGUNG SIDOARJO

Abstract

ABSTRACT

The implementation of deep learning within the Merdeka Curriculum in Madrasah Ibtidaiyah takes place in diverse classroom settings, making its quality highly dependent on teachers’ ability to recognize students’ learning needs. This study examines the practice at MI Nurul Hidayah Urangagung Sidoarjo by exploring how learning is designed, implemented, evaluated, and the challenges encountered throughout the process. A descriptive qualitative approach was employed, involving the head of the madrasah and teachers of Grades I–IV selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model, with data credibility examined through source triangulation. The findings indicate that deep learning principles are reflected in lesson planning that considers students’ characteristics and in learning activities that combine discussion, practical work, group activities, connections to everyday contexts, and learning media. Evaluation also considers both the learning process and outcomes rather than focusing solely on final achievement. Nevertheless, implementation remains challenged by variations in students’ abilities, limited reading skills in lower grades, unstable concentration and self-confidence, and unequal access to learning facilities. These findings suggest that strengthening deep learning requires teachers’ pedagogical capacity and sustained support from the madrasah to facilitate continuous adaptation of learning practices.

ABSTRAK

Penerapan deep learning dalam Kurikulum Merdeka di Madrasah Ibtidaiyah berlangsung dalam situasi kelas yang beragam, sehingga kualitas penerapannya sangat bergantung pada kemampuan guru membaca kebutuhan peserta didik. Penelitian ini menggambarkan praktik tersebut di MI Nurul Hidayah Urangagung Sidoarjo dengan menelaah bagaimana pembelajaran dirancang, dijalankan, dievaluasi, serta kendala yang menyertainya. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala madrasah dan guru kelas I–IV yang dipilih secara purposive sampling. Informasi dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman dengan pemeriksaan keabsahan melalui triangulasi sumber. Temuan memperlihatkan bahwa prinsip deep learning telah hadir dalam perencanaan yang menyesuaikan karakteristik peserta didik dan dalam kegiatan belajar yang memadukan diskusi, praktik, kerja kelompok, konteks kehidupan sehari-hari, serta media pembelajaran. Evaluasi juga memperhatikan proses dan hasil belajar, bukan hanya capaian akhir. Meski demikian, penerapannya berhadapan dengan variasi kemampuan peserta didik, keterbatasan membaca pada kelas rendah, konsentrasi dan kepercayaan diri yang belum stabil, serta fasilitas yang belum merata. Temuan ini menegaskan bahwa penguatan pembelajaran mendalam memerlukan kapasitas pedagogis guru dan dukungan madrasah yang memungkinkan adaptasi pembelajaran dilakukan secara berkelanjutan.