Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Deep Learning untuk Profil Pelajar Pancasila

Development of a Deep Learning-Based Islamic Religious Education Curriculum for Pancasila Student Profiles

Abstract

Pembaruan kebijakan pendidikan nasional melalui diperkenalkannya pendekatan Pembelajaran Mendalam (Deep Learning) oleh Kementerian Pendidikan Dasar dan Menengah mengharuskan setiap mata pelajaran, tidak terkecuali Pendidikan Agama Islam (PAI), untuk menyesuaikan diri agar proses belajar tidak sekadar berhenti pada penguasaan aspek kognitif dan hafalan, melainkan mampu menumbuhkan pemahaman yang bermakna sekaligus karakter peserta didik secara menyeluruh sebagaimana yang dicita-citakan melalui Profil Pelajar Pancasila. Artikel ini disusun dengan tujuan menyusun kerangka konseptual kurikulum PAI berlandaskan Deep Learning yang diarahkan pada penguatan berbagai dimensi Profil Pelajar Pancasila. Kajian ini ditempuh melalui metode telaah pustaka (library research) dengan menelusuri artikel jurnal, dokumen naskah akademik kebijakan, serta buku yang mengangkat tema Deep Learning, prinsip mindful, meaningful, dan joyful learning, kurikulum PAI, maupun Profil Pelajar Pancasila. Temuan kajian memperlihatkan bahwa kurikulum PAI berlandaskan Deep Learning dapat disusun melalui empat komponen pokok, yakni pergeseran orientasi tujuan pembelajaran PAI dari sekadar penguasaan materi menuju pemahaman yang bermakna dan reflektif, penerapan tiga prinsip pedagogis mindful, meaningful, dan joyful learning pada rancangan pembelajaran, keterpaduan aktivitas belajar PAI dengan Projek Penguatan Profil Pelajar Pancasila (P5), serta peningkatan kapasitas guru lewat penyusunan modul ajar yang kontekstual. Pembahasan mengungkap bahwa berhasil-tidaknya model ini amat ditentukan oleh sejauh mana guru memahami filosofi Deep Learning, ketersediaan modul ajar yang sesuai kebutuhan, serta dukungan pihak manajemen sekolah dalam membangun suasana belajar yang reflektif sekaligus menyenangkan. Kajian ini berkesimpulan bahwa Deep Learning berpotensi menjadi kerangka pedagogis yang cocok untuk memperkuat pembentukan karakter melalui PAI, kendati penerapannya masih dibayangi hambatan pada aspek kesiapan guru dan konsistensi kebijakan. Kajian ini membawa implikasi bagi para penyusun kurikulum, guru PAI, kepala sekolah, maupun pemangku kebijakan pendidikan, sekaligus menyarankan agar dilakukan penelitian empiris lanjutan guna menguji keefektifan model yang telah dirumuskan pada berbagai jenjang pendidikan

The renewal of national education policy through the introduction of the Deep Learning approach by the Ministry of Primary and Secondary Education requires every subject, including Islamic Religious Education (PAI), to adapt so that the learning process does not merely stop at mastering cognitive aspects and memorization, but is able to foster meaningful understanding as well as the overall character of students as aspired to through the Pancasila Student Profile. This article was written with the aim of developing a conceptual framework for the PAI curriculum based on Deep Learning that is directed at strengthening various dimensions of the Pancasila Student Profile. This study was conducted through a literature review method (library research) by exploring journal articles, academic policy documents, and books that raise the theme of Deep Learning, the principles of mindful, meaningful, and joyful learning, the PAI curriculum, and the Pancasila Student Profile. The study findings show that a PAI curriculum based on Deep Learning can be structured through four main components, namely shifting the orientation of PAI learning objectives from mere mastery of material to meaningful and reflective understanding, the application of the three pedagogical principles of mindful, meaningful, and joyful learning in learning design, the integration of PAI learning activities with the Pancasila Student Profile Strengthening Project (P5), and increasing teacher capacity through the development of contextual teaching modules. The discussion reveals that the success of this model is largely determined by the extent to which teachers understand the philosophy of Deep Learning, the availability of appropriate teaching modules, and the support of school management in creating a reflective and enjoyable learning atmosphere. This study concludes that Deep Learning has the potential to be a suitable pedagogical framework for strengthening character formation through PAI, although its implementation is still overshadowed by obstacles in the aspects of teacher readiness and policy consistency. This study has implications for curriculum developers, PAI teachers, school principals, and educational policy makers, while also suggesting that further empirical research be conducted to test the effectiveness of the model that has been formulated at various levels of education.