The Role of Islamic Education Teachers in Promoting Deep Learning: A Mixed-Methods Study in Indonesian High Schools

Abstract

Islamic Religious Education plays a strategic role in shaping the character of students. In the context of 21st century learning, teachers are required to be able to develop Deep Learning-based learning that not only emphasizes cognitive aspects, but also affective and psychomotor aspects, so that students have a deep, critical, and applicable understanding. This study aims to analyze the role of Islamic Religious Education teachers in implementing Deep Learning through qualitative measures such as observation, interviews, and descriptive analysis, as well as quantitative measures through questionnaires and statistical calculations of student learning effectiveness and achievement. The research uses a mixed methods approach with a library and field design. Data were obtained from Islamic Religious Education teachers, students, and academic documents as primary and secondary sources. Data collection techniques included literature review, observation, interviews, and questionnaires. Data was collected from 40 Islamic Education teachers and 40 students from two institutions, SMAN 1 Bojonegara and MA Nurul Hidayah. Data analysis was conducted using a mixed methods approach with simple statistical tests