How Deep Learning Pedagogy Shapes Character Education in Indonesian Madrasahs

Mohammad Fitri; Wahyuningsih; Kartini Rahman Nisa

doi:10.56741/IISTR.pbpsp.002468

Authors

Mohammad Fitri
zimbonokelagi@gmail.com
Universitas Muhammadiyah Maumere
Wahyuningsih Universitas Muhammadiyah Maumere https://orcid.org/0000-0002-5613-7896
Kartini Rahman Nisa Universitas Muhammadiyah Maumere

DOI:

https://doi.org/10.56741/IISTR.pbpsp.002468

Keywords:

Character Education, Deep Learning, Joyful Learning, Kurikulum Merdeka, Madrasah Education

Abstract

This study investigates the implementation of deep learning as a transformative approach for integrating academic achievement and character formation in madrasahs in Sikka Regency, Indonesia. Using a qualitative descriptive design, data was collected through interviews with teachers, students, and school leaders, classroom observations, and document analysis. The findings reveal that deep learning is perceived by teachers as a holistic pedagogical approach that integrates cognitive, affective, and socio-emotional dimensions, while students experience it implicitly through more engaging and meaningful learning activities. Character internalization occurs through structured habituation, teacher modeling, and contextual learning tasks, including daily religious practices, differentiated instruction, and experiential learning such as market observation. These practices reflect the principles of mindful, meaningful, and joyful learning, aligned with Kurikulum Merdeka. The study also identifies challenges such as limited infrastructure, varying teacher readiness, and socio-economic constraints of students, while highlighting institutional efforts in teacher training and digital resource provision. Theoretically, the findings align with the perspectives of Hattie on visible learning, OECD on 21st-century competencies, and Fullan on systemic educational change. Overall, deep learning in madrasahs functions not only as a pedagogical strategy but also as an ecosystem for holistic character development.

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Author Biographies

Mohammad Fitri, Universitas Muhammadiyah Maumere

is a lecturer in the Economic Education Study Program. He earned a Bachelor's degree in Economics Education from Muhammadiyah University of Kupang and a Master's degree in Educational Development Policy from Muhammadiyah University of Malang. His academic and research interests focus on educational policy, curriculum development, and economics education. He is actively engaged in research and academic activities aimed at improving educational quality and policy implementation (email: zimbonokelagi@gmail.com).

Wahyuningsih, Universitas Muhammadiyah Maumere

is a faculty member at the University of Muhammadiyah Maumere and a doctoral candidate in Education. She earned a Bachelor of Science degree from Sanata Dharma University and a Master’s degree in Mathematics Education from the University of Muhammadiyah Malang. Her academic and research interests focus on mathematics education, instructional innovation, and teacher professional development. She is actively involved in research and educational initiatives aimed at enhancing teaching quality and learning outcomes (email: wahyuningsih.ikipmu@gmail.com).

Kartini Rahman Nisa, Universitas Muhammadiyah Maumere

is a lecturer in the Chemistry Education Study Program at the University of Muhammadiyah Maumere. She earned a Bachelor’s degree in Education from Nusa Cendana University and a Master’s degree in Education from the State University of Makassar. Her academic and research interests focus on chemistry education, curriculum design, and science learning innovation. She is actively engaged in teaching, research, and community service activities aimed at enhancing science education and improving learning outcomes. (email: kartinirahmannisa@gmail.com).

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