Merdeka Curriculum Implementation with Deep Learning Transforms Students Critical Thinking Skills
Implementasi Kurikulum Merdeka dengan Deep Learning Mentransformasi Keterampilan Berpikir Kritis Siswa
DOI:
https://doi.org/10.21070/halaqa.v10i2.1905Keywords:
Merdeka Curriculum, Deep Learning, Critical Thinking Skills, Islamic Religious Education, Metacognitive AssessmentAbstract
General Background 21st-century education necessitates Higher Order Thinking Skills, specifically critical thinking, to evaluate digital information rationally. Specific Background In Indonesia, the Merdeka Curriculum facilitates student-centered pedagogies to develop these competencies contextually. Knowledge Gap However, empirical realities reveal conventional one-way dogmatic teaching methods still dominate Islamic Religious Education, causing superficial memorization rather than deep conceptual internalization. Aims This research analyzes the Merdeka Curriculum implementation utilizing a deep learning approach to cultivate critical thinking skills in Islamic Religious Education at SMA Negeri 1 Perbaungan. Results Qualitative field research demonstrates three main findings: first, pedagogical planning adaptively integrates mindful, meaningful, and joyful learning pillars; second, execution orchestrates problem-based and inquiry models to position learners as active participants; third, multidimensional continuous assessments stimulate metacognitive self-evaluation. This orchestration successfully shifts education from a surface approach to contextual reflective learning, developing analytical, argumentative, problem-solving, and inferential capacities. Novelty This study comprehensively integrates the Merdeka Curriculum and deep learning to develop critical reasoning through a universal Islamic theological perspective, representing a previously underexplored intersection. Implications Educational institutions must organize deep learning module design workshops and provide equitable digital literacy infrastructure to standardize modern graduate competencies.
Highlights
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Contextual planning adaptively integrates mindful and joyful pillars into Islamic religious education.
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Problem-based inquiry models shift learners from passive memorization to active participation.
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Continuous multidimensional assessments stimulate metacognitive self-evaluation and develop logical argumentation.
Keywords
Merdeka Curriculum; Deep Learning; Critical Thinking Skills; Islamic Religious Education; Metacognitive Assessment
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