The Deep Learning Approach in 21st Century Education

Abstract

This study examines the implementation of a deep learning approach within a 21st-century learning framework at State Islamic Junior High School 2 Wonogiri, State Islamic Junior High School 4 Klaten, and State Islamic Junior High School 5 Klaten. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participant observation, and document analysis at three Islamic junior high schools in Central Java. The results indicate that the implementation of deep learning and 21st-century learning is in its early stages of development, marked by a paradigm shift from teacher-centered to student-centered and efforts to develop 4C skills (Communication, Critical Thinking, Collaboration, Creativity) through the integration of digital technologies such as Canva, Educaplay, and Augmented Reality (AR). Teachers have taken the initiative to create mindful, meaningful, and joyful learning experiences. However, implementation still faces significant challenges, including varying teacher conceptual understanding, limited time and resources, administrative burdens, and gaps between curriculum planning and classroom practice. However, there is significant potential to strengthen this integration through systemic support, ongoing training, and strengthening teacher learning communities. This study concludes that the integration of deep learning and 21st-century learning is crucial for developing learners who are adaptive, critical, and ready to face the complexities of the digital era.