%A NIM.: 24204091026 Andi Rifkah Afifah
%O Dr. Rohmatun Lukluk Isnaini, M.Pd.I.
%T INTEGRASI PRINSIP PENDEKATAN DEEP LEARNING DALAM MANAJEMEN PENGEMBANGAN KURIKULUM DI SMP ISLAM TERPADU BINA INSAN PALU
%X Curriculum development management in educational institutions continues to face a number of challenges, such as the dominance of administrative burdens, weak coordination among stakeholders, and the suboptimal integration of learning oriented toward deep learning. This condition is caused by the continued dominance of surface learning practices, which do not sufficiently encourage student engagement, reflection, and meaningful learning. This study was motivated by the need to identify an empirical model that can demonstrate how deep learning principles are systematically integrated into curriculum development management. SMPIT Bina Insan Palu was selected as the research site because it has implemented the Active Deep Learner Experiences (ADLX) model as part of the school’s curriculum development system. This study aims to analyze the pattern of integration of deep learning principles and the impact of such integration on curriculum development management at SMPIT Bina Insan Palu.
This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and documentation. The research informants consisted of five participants, namely the principal, the vice principal for curriculum affairs, the vice principal for student affairs, the subject coordinator, and a teacher. Data analysis was conducted through the processes of data condensation, data display, and conclusion drawing. The researcher ensured data credibility through data validity testing using technique triangulation and source triangulation.
The findings show that the integration of deep learning principles into curriculum development management at SMPIT Bina Insan Palu forms an integrative pattern that is holistic, cyclical, and sustainable through the ADLX model. This pattern is evident in planning, which begins with ADLX-based program design and the TERPADU syntax; organizing, through the strengthening of the curriculum team and teacher collaboration; implementation, through contextual learning that combines the worldly and ukhrawi dimensions as well as the INTROVLEKS principle; and supervision, through academic supervision, reflection, and evaluative follow-up. All of these processes take place within a continuous quality improvement cycle and are interconnected across management functions. The impact of this pattern is reflected in increased student engagement and depth of understanding, strengthened teachers’ professional and reflective capacity, the formation of a collaborative and adaptive work culture, and the realization of a responsive, data-based curriculum development system oriented toward sustainable educational quality. Thus, ADLX functions as an operational framework that bridges deep learning principles into school curriculum development management.
%K Deep Learning, Manajemen Pengembangan Kurikulum, Sekolah Islam Terpadu, ADLX
%D 2026
%I UIN SUNAN KALIJAGA YOGYAKARTA
%L digilib78441