Deep Learning sebagai Pendekatan Transformasional dalam Pendidikan: Sebuah Tinjauan Literatur
DOI:
https://doi.org/10.30605/jsgp.8.3.2025.7021Keywords:
Deep learning, Pendidikan Transformatif, Inovasi Kurikulum, Pembelajaran BermaknaAbstract
Perkembangan pesat teknologi digital dan tuntutan kompetensi abad ke-21 menuntut inovasi pedagogis yang mampu mengatasi keterbatasan pendekatan pembelajaran tradisional agar pendidikan lebih relevan dan bermakna. Penelitian ini bertujuan menganalisis penerapan deep learning sebagai pendekatan transformasional dalam pendidikan abad ke-21. Penelitian ini penting dikalukan karena meskipun deep learning terbukti efektif, implementasinya di sekolah Indonesia masih menghadapi kendala, termasuk tuntutan kurikulum yang intensif, keterbatasan kapasitas pengajar, dan ketersediaan sumber daya pendidikan yang belum optimal. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan sumber literatur dari Google Scholar dan Scopus pada periode 2020–2025. Artikel diseleksi melalui kriteria inklusi, eksklusi, dan uji kelayakan, kemudian dianalisis menggunakan teknik analisis tematik. Dari 33 artikel yang memenuhi kriteria, hasil kajian terkelompok ke dalam empat tema utama, yaitu: (1) landasan teoritis dan filosofis deep learning, (2) transformasi pembelajaran akademik melalui inovasi kurikulum dan teknologi, (3) penguatan nilai, karakter, serta kompetensi sosial, dan (4) tantangan serta faktor pendukung implementasi. Temuan penelitian menunjukkan bahwa deep learning berlandaskan prinsip mindful, meaningful, dan joyful, yang mendorong pembelajaran berpusat pada siswa sekaligus relevan dengan kehidupan nyata. Strategi implementasi seperti project-based learning, problem-based learning, pembelajaran kolaboratif, dan integrasi teknologi terbukti meningkatkan pemahaman konseptual, keterampilan berpikir kritis, kreativitas, kolaborasi, dan komunikasi. Selain itu, pendekatan ini berkontribusi pada penguatan empati, tanggung jawab sosial, dan pembentukan karakter reflektif. Penelitian ini menegaskan bahwa deep learning memiliki potensi besar sebagai pendekatan pedagogis transformatif, namun keberlanjutannya membutuhkan reformasi kurikulum, penguatan kapasitas guru, serta dukungan kebijakan yang berkelanjutan.
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