Implementasi modul ajar berbasis deep learning dalam pembelajaran Pendidikan Pancasila tingkat SMP

Abstract

This study aims to describe the implementation of deep learning-based teaching modules in Pancasila Education and identify the obstacles faced by teachers during their implementation. This study employed a qualitative approach with a descriptive research design. The research involved two informants: a Pancasila Education teacher and the Vice Principal for Curriculum, selected through purposive sampling. Classroom observations were conducted in class VII.3, which consisted of 32 students. Data were collected through four non-participant observation sessions, semi-structured interviews, and documentation. Data validity was examined through source and technique triangulation. Data analysis followed the model developed by Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of deep learning-based teaching modules involved three stages: planning, implementation, and evaluation. During the planning stage, the teacher prepared teaching modules by considering learning outcomes, learning objectives, and students´ characteristics. During the implementation stage, the principles of meaningful learning, mindful learning, and joyful learning were incorporated through group discussions, case studies, question-and-answer sessions, presentations, and connections between learning materials and students´ daily lives. During the evaluation stage, the teacher assessed learning through group assignments, presentations, and learning reflections. The observations showed that students participated in classroom activities, although their levels of participation and confidence varied. The obstacles encountered included differences in students´ abilities, lack of confidence, limited concentration during lessons, time constraints, and classroom management during group discussions.