Implementasi Pembelajaran Akidah Akhlak Berbasis Deep Learning Untuk Mengembangkan Keterampilan Berpikir Reflektif dan Kritis Siswa

Lailah Zulfiatul Ma’Rifah; Ishmatun Nihayah

doi:10.59689/iera.v6i4.2195

Lailah Zulfiatul Ma’Rifah Universitas KH. Abdul Chalim Mojokerto
Ishmatun Nihayah Universitas KH. Abdul Chalim Mojokerto

DOI: https://doi.org/10.59689/iera.v6i4.2195

Keywords: Learning Implementation, Aqidah and Akhlak, Reflective and Critical Thinking

Abstract

Aqidah and Akhlak learning plays a crucial role in shaping students' character. However, learning that is still oriented towards delivering material often fails to encourage students to analyze, reflect, and connect the values of aqidah and akhlak to everyday life. Therefore, the implementation of -based learning that emphasizes an in-depth learning process through the principles of mindful learning, meaningful learning, and joyful learning is needed so that students not only understand the material but also are able to think reflectively and critically when facing various problems. This study aims to describe the implementation of -based Akidah Akhlak learning in developing students' reflective and critical thinking skills at MAN 2 Mojokerto, as well as to describe the obstacles and solutions implemented in this learning process. This study used a qualitative approach with a case study approach. Data were obtained through observation, interviews, and documentation with informants consisting of the principal, teachers, and students. Data analysis employed the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through triangulation of techniques, sources, and time. The results indicate that the implementation of -based Akidah Akhlak learning can develop reflective thinking skills through the ability to provide responses, connect material to everyday life, and engage in self-reflection. In addition, atudents critical thinking skills also develop through the ability to understand problms, analyze information, draw conclusions, and determine solutions. Obstacles faced include limited learning time and administrative burden, differences in student abilities, lack of student interest and focus in learning, and dependence on AI technology. The solutions implemented include holding Subject Teacher Conference (MGMP) activities, carrying out peer observation, and providing direction and supervision to students in the use of technology

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