Implementasi Kurikulum Merdeka Belajar (Deep Learning) dalam Pembelajaran PAI Kontemporer

Abstract

This study aims to analyze the concept of implementing the Merdeka Curriculum through the Deep Learning approach, describe the application of Deep Learning principles in the planning, implementation, and evaluation stages of learning, and explain its implications for strengthening the Pancasila Student Profile and developing twenty-first-century competencies among students. The study is motivated by the need for educational transformation toward student-centered, meaningful, contextual, and competency-based learning that is responsive to the rapid development of science, technology, and global challenges. The Deep Learning approach is considered an effective pedagogical strategy because it actively engages students in constructing knowledge through critical thinking, reflection, collaboration, and problem-solving. This research employed a qualitative approach using the library research method. Data were collected from scientific books, national and international journal articles, official policy documents issued by the Ministry of Primary and Secondary Education and the Ministry of Religious Affairs of the Republic of Indonesia, as well as relevant previous studies concerning the Merdeka Curriculum and Deep Learning. Data collection was conducted through documentation techniques, while data were analyzed using content analysis involving data reduction, classification, interpretation, synthesis, and systematic conclusion drawing. The findings indicate that the implementation of Deep Learning within the Merdeka Curriculum is carried out through three interconnected stages: planning, implementation, and evaluation. The application of the principles of mindful learning, meaningful learning, and joyful learning improves learning quality, strengthens the six dimensions of the Pancasila Student Profile, and develops twenty-first-century competencies, including critical thinking, creativity, communication, collaboration, digital literacy, and problem-solving skills. The success of implementation is strongly influenced by teachers' professional competence, institutional support, technology integration, and collaboration among educational stakeholders. The study implies that Deep Learning can serve as an effective pedagogical paradigm for strengthening the implementation of the Merdeka Curriculum. Therefore, continuous teacher professional development, reflective school culture, adequate learning facilities, and strong collaboration among schools, families, and communities are essential to create innovative, inclusive, and meaningful learning that supports students' character building and lifelong competencies.