Implementasi deep learning dalam pembelajaran sejarah di SMA Negeri Karanganyar

Abstract

Penelitian ini bertujuan mendeskripsikan implementasi deep learning sebagai pendekatan pedagogis, persepsi peserta didik, serta kendala penerapannya pada tiga SMA negeri di Kabupaten Karanganyar. Penelitian menggunakan mixed methods deskriptif dominan kualitatif melalui observasi, wawancara guru, dan analisis dokumen, didukung angket 25 butir skala Likert 1-5 dari 72 peserta didik. Hasil menunjukkan penerapan pertanyaan reflektif, kontekstualisasi materi, aktivitas kolaboratif, dan umpan balik formatif. Persepsi peserta didik berkategori tinggi (M = 3,85; SD = 0,82), dengan skor meaningful learning 3,98, mindful learning 3,82, joyful learning 3,79, dan asesmen formatif 3,78. Kendala meliputi keterbatasan waktu, kesiapan guru merancang asesmen mendalam, dan kebiasaan belajar berorientasi hafalan. Simpulannya, praktik pembelajaran mendalam dipersepsikan positif, tetapi temuan deskriptif ini tidak membuktikan peningkatan kemampuan berpikir historis secara kausal. Implikasinya, diperlukan penguatan kapasitas guru, pengembangan modul sejarah, asesmen autentik, dan iklim kelas yang aman untuk bertanya serta berpendapat.

The implementation of deep learning in history teaching at Karanganyar State Senior Secondary School

Abstract: This study describes the implementation of deep learning as a pedagogical approach, students' perceptions, and implementation challenges in three public high schools in Karanganyar Regency. A qualitative-dominant descriptive mixed-methods design combined classroom observations, teacher interviews, and document analysis with a 25-item questionnaire using a five-point Likert scale completed by 72 students. Findings indicate the use of reflective questions, historical contextualization, collaborative activities, and formative feedback. Student perceptions were high (M = 3.85; SD = 0.82), with mean scores of 3.98 for meaningful learning, 3.82 for mindful learning, 3.79 for joyful learning, and 3.78 for formative assessment. Challenges included limited time, teacher readiness to design in-depth assessments, and memorization-oriented learning habits. Overall, deep learning practices were perceived positively, but these descriptive findings do not establish causal improvements in historical thinking. The findings suggest strengthening teacher capacity, developing history modules and authentic assessments, and fostering a classroom climate that supports questions and differing views.