Deep Learning Strategies for Integrating Character Education in Aqidah Akhlak Learning: Advancing SDG 4.7 in Indonesian Islamic Secondary Education
DOI:
https://doi.org/10.33394/jp.v13i4.21466Keywords:
Deep Learning Approach, Character Education, Sustainable Development GoalsAbstract
This study aims to describe the implementation of deep learning strategies integrated with character education in Aqidah Akhlak learning at MTs Negeri Salatiga and examine their relevance to the Sustainable Development Goals (SDGs), particularly SDG 4.7 on quality education. The study employed a descriptive qualitative approach, with participants selected through purposive sampling and comprising two teachers and ten students. Data were collected through observations, in-depth interviews, and documentation of teaching modules and other learning materials. The data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing and verification. Data trustworthiness was enhanced through triangulation and participant feedback. The findings indicate that the implementation was systematically carried out through three stages: planning, which integrated meaningful learning objectives with the dimensions of the Pancasila Student Profile; implementation, which employed project-based learning and problem-solving activities with teachers serving as facilitators; and authentic assessment covering cognitive, affective, and psychomotor aspects. Most students demonstrated greater engagement, deeper conceptual understanding, and stronger internalization of Islamic character values, including religiosity, responsibility, honesty, cooperation, and social concern, as reflected in their active participation in discussions, collaborative activities, and projects. However, a smaller number of students demonstrated more varied responses regarding the adequacy of digital media, classroom atmosphere, and the extent to which engagement translated into confidence and mastery. These variations suggest that the implementation was not entirely uniform and was partly dependent on the quality of teacher facilitation. Overall, the findings highlight the strategic relevance of integrating deep learning strategies with character education in supporting SDG 4.7, while emphasizing the need for teachers to accommodate individual differences when fostering holistic, reflective, and globally competitive student character.
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