Implementation of Deep Learning Approach in Indonesian Language Learning at SMA/SMK/MAN Cirebon City
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Abstract
Background. Indonesian language instruction at the high school (SMA), vocational high school (SMK), and Islamic high school (MAN) levels still tends to be focused on mastering course content, resulting in students' in-depth understanding not yet being optimal.
Aims. This study aims to describe the implementation of the deep learning approach in Indonesian language instruction at high schools, vocational high schools, and Islamic high schools in Cirebon City, examining aspects of planning, implementation, language use, instructional structure, as well as challenges and their solutions.
Methods. The study employed a qualitative approach using descriptive methods; data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model.
Result. The results indicate that all three schools have applied the principles of meaningful learning, mindful learning, and joyful learning to varying degrees, with one school demonstrating the most optimal implementation due to consistency across all aspects of instruction. Challenges still faced include time constraints, variations in student abilities, and less-than-ideal classroom conditions, which teachers address through adaptive strategies such as the use of engaging learning media and adjustments to teaching methods.
Conclusion. This study concludes that the successful implementation of deep learning depends not only on the planning and execution of instruction but also on strengthening teacher competencies and support from the learning environment.
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