Deep Learning vs Differentiated Learning: Learning Innovation in Islamic Boarding School-Based Middle Schools

Murwanto Setyo Nugroho; Harun Joko Prayitno; Koesoemo Ratih; Muhammad Samsudin

Authors

Murwanto Setyo Nugroho Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Harun Joko Prayitno Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Koesoemo Ratih Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Muhammad Samsudin Faculty of Islamic Studies, Universitas Muhammadiyah Yogyakarta
Indonesia

Keywords:

21st century education, authentic assessment, curriculum flexibility, deep learning, differentiated learning, professional teachers

Abstract

This study aims to examine the implementation of deep learning and differentiated learning approaches in Islamic boarding school-based junior high schools (SMP) in order to improve the quality of meaningful, contextual, and humanistic learning. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies in three Islamic boarding school junior high schools that integrate national and religious curricula. The results of the study indicate that learning strategies such as project-based learning, reflective discussions, and collaborative activities are effective in building conceptual understanding and spiritual values of students. Differentiated learning enables the creation of an inclusive learning environment by adjusting content, processes, and products according to students' learning profiles. Implementation challenges arise in terms of time constraints, dual curriculum burdens, and teacher professional readiness. Authentic project-based and portfolio-based evaluations are more relevant in measuring cognitive, affective, and spiritual competencies holistically. This study recommends the need for educational policies that are more adaptive to the characteristics of Islamic boarding schools, including contextual teacher training, curriculum flexibility, and an inclusive and sustainable evaluation system. These findings confirm that deep learning and differentiated learning have great potential in transforming Islamic boarding school education towards 21st-century learning that is more humanistic, reflective, and transformative.

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