Effendy Kurnia, Saepudin, Insan Nulyaman

Deep Learning dalam PAI: Menjembatani Pemahaman dan Praktik Keagamaan Siswa

Introduction

Deep learning dalam pai: menjembatani pemahaman dan praktik keagamaan siswa. Telusuri bagaimana deep learning dalam Pendidikan Agama Islam (PAI) menjembatani pemahaman dan praktik keagamaan siswa, meningkatkan motivasi intrinsik serta budi pekerti melalui metode inovatif.

Abstract

Abstrak Pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) masih menghadapi kesenjangan antara penguasaan pengetahuan keagamaan dan konsistensi praktik siswa. Penelitian ini bertujuan menganalisis bagaimana prinsip deep learning pedagogis—mindful, meaningful, dan joyful learning—diterapkan dalam PAI-BP serta mekanisme kontribusinya terhadap pemahaman dan praktik keagamaan siswa. Penelitian menggunakan studi kasus kualitatif berpendekatan fenomenologis di SMP Al-Ihya Kuningan. Data dihimpun melalui observasi partisipatif, wawancara terbuka dengan unsur kurikulum, dua guru PAI-BP, dan siswa, serta analisis dokumen pembelajaran; keabsahan diperkuat melalui triangulasi sumber, teknik, dan waktu. Temuan menunjukkan pemahaman siswa terstratifikasi pada kategori paham dalam (35%), sedang berkembang (45%), dan masih pemula (20%). Kelas yang menerapkan pembelajaran berbasis fenomena, pertanyaan reflektif, proyek sosial, jurnal refleksi, dan penilaian autentik menunjukkan pemahaman lebih kontekstual serta kecenderungan motivasi ibadah yang lebih intrinsik. Sebaliknya, pembelajaran dominan ceramah-hafalan berkaitan dengan pemahaman fragmentaris dan kepatuhan yang lebih eksternal. Kebaruan penelitian terletak pada temuan bahwa budi pekerti berfungsi sebagai jembatan mediasi antara pemahaman dan praktik, sedangkan kapasitas guru menjadi kondisi penentu implementasi. Kata kunci: deep learning; pendidikan agama Islam; pemahaman keagamaan; praktik keagamaan; budi pekerti. Abstract Islamic Religious Education and Character Education (PAI-BP) continue to face a gap between students’ religious knowledge and the consistency of their religious practices. This study analyzes how pedagogical deep learning—mindful, meaningful, and joyful learning—is implemented in PAI-BP and how it contributes to students’ religious understanding and practice. A qualitative case study with a phenomenological orientation was conducted at SMP Al-Ihya Kuningan, Indonesia. Data were collected through participatory observation, open-ended interviews with curriculum leadership, two PAI-BP teachers, and students, and analysis of learning documents; credibility was strengthened through source, technique, and time triangulation. Findings indicate three levels of religious understanding: deep understanding (35%), developing (45%), and beginner (20%). Classes using phenomenon-based learning, reflective questioning, social-action projects, reflection journals, and authentic assessment demonstrated more contextual understanding and stronger tendencies toward intrinsic religious motivation. In contrast, lecture-and-memorization-dominated instruction was associated with fragmented understanding and more externally regulated compliance. The study’s novelty lies in identifying character education as a mediating bridge between understanding and practice, while teacher capacity functions as a critical implementation condition. These findings support a triadic model linking understanding, character, and practice in transformative PAI-BP learning. Keywords: deep learning; Islamic religious education; religious understanding; religious practice; character education.

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