A Deep Learning–Based Islamic Education Learning Model for Developing Students’ Higher Order Thinking Skills

Penelitian ini mengkaji konstruksi, implementasi, dan kontribusi model pembelajaran Pendidikan Agama Islam berbasis deep learning terhadap pengembangan Higher Order Thinking Skills (HOTS) pada peserta didik sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif interpretatif dengan desain studi kasus intrinsik dan dilaksanakan di SD Muhammadiyah 21 Surabaya. Pengumpulan data dilakukan melalui observasi kelas, wawancara mendalam, dan analisis dokumen, yang dianalisis secara tematik menggunakan teknik pengodean reflektif. Hasil penelitian menunjukkan bahwa model Pendidikan Agama Islam berbasis deep learning menekankan pemahaman konseptual yang mendalam, dialog reflektif, pembelajaran kontekstual, serta internalisasi nilai-nilai Islam. Implementasi model ini menggeser pembelajaran Pendidikan Agama Islam dari pendekatan normatif dan berorientasi hafalan menuju pembelajaran yang bermakna dan dialogis. Temuan empiris menunjukkan bahwa model tersebut efektif dalam mengembangkan kemampuan berpikir analitis, evaluatif, dan reflektif peserta didik, sekaligus memperkuat kesadaran moral dan pembentukan karakter.

=========================================================================================================

This study examines the construction, implementation, and contribution of a deep learning– based Islamic education learning model to the development of Higher Order Thinking Skills (HOTS) among primary school students. It employs an interpretive qualitative approach with an intrinsic case study design and was conducted at SD Muhammadiyah 21 Surabaya. Data were collected through classroom observations, in-depth interviews, and document analysis, and were thematically analyzed using reflective coding techniques. The findings indicate that the deep learning–based Islamic education model emphasizes deep conceptual understanding, reflective dialogue, contextual learning, and the internalization of Islamic values. The implementation of this model shifts Islamic education instruction from a normative, memorization-oriented approach to meaningful, dialogical learning. Empirical evidence further demonstrates that the model is effective at fostering students’ analytical, evaluative, and reflective thinking abilities while strengthening moral awareness and character formation.