Analisis Dampak Deep Learning terhadap Kemampuan Berpikir Kritis Siswa di SMP Negeri 2 Alasa

Abstract

This study aims to describe the implementation of Deep Learning, identify the supporting and inhibiting factors in its implementation, and analyze its impact on students' critical thinking skills in Civics Education (PPKn) at SMP Negeri 2 Alasa. This research employed a qualitative approach using a descriptive method. The data were collected through observation, interviews, and documentation involving the principal, the Civics teacher, and students as the research informants. The findings revealed that the implementation of Deep Learning in Civics learning had been carried out effectively through student-centered learning. The teacher applied various instructional strategies, including group discussions, case studies, role-playing, and contextual learning, enabling students to become more active in understanding concepts, developing critical thinking, and connecting learning materials with real-life situations. The supporting factors included school policy support, teachers' competence in managing interactive learning, the use of diverse teaching methods, and students' active participation. Meanwhile, the inhibiting factors consisted of limited instructional time, differences in students' abilities, and the lack of self-confidence among some students in expressing opinions and thinking critically. The implementation of Deep Learning had a positive impact on improving students' critical thinking skills, as reflected in their ability to analyze problems, express logical arguments, solve problems, and relate learning materials to real-life contexts. In addition, this approach contributed to the development of students' character, responsibility, and awareness as good citizens.