Planning, Implementation, and Evaluation of the Education Unit Curriculum through a Deep Learning Pedagogical Approach: A Case Study at MTs NU 02 Gringsing
DOI:
https://doi.org/10.61255/jupiter.v4i5.2259Keywords:
Education Unit Curriculum, Deep Learning, Curriculum Implementation, Madrasah, Curriculum Evaluation, Student-Centered LearningAbstract
Purpose: This study addressed the uneven understanding and application of Deep Learning principles in curriculum planning and classroom practice at MTs NU 02 Gringsing, Indonesia. It examined the planning, implementation, and evaluation of the Education Unit Curriculum (KSP) through a pedagogical Deep Learning approach. Methods: A qualitative case study was conducted in 2026. Participants included the head of the madrasah, vice heads, a madrasah supervisor, teachers, students, and school committee members. The total number and composition of participants were [insert actual numbers]. Data were collected through interviews, observations of [insert the actual number and scope of observed sessions], and documentation of curriculum plans, teaching modules, assessment records, supervision reports, and evaluation activities. Data were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility supported by source and technique triangulation. Findings: Curriculum planning drew on student characteristics, learning needs, assessment results, teacher observations, and parental input. Classroom practices included discussion, problem-solving, collaborative projects, contextual tasks, and opportunities for application and reflection. Diagnostic, formative, and summative assessments were connected with supervision, teacher reflection, and instructional follow-up. However, implementation varied among teachers, particularly in differentiated learning, contextual assessment, reflective activities, and technology use. Limited coordination time, differing student readiness, and uneven resource utilization also constrained implementation. Research Implications: Consistent implementation requires collaborative planning, practical teacher mentoring, purposeful assessment, and systematic follow-up. Originality: This case study provides contextual evidence of how curriculum planning, classroom practice, and evaluation interact in implementing a pedagogical Deep Learning approach within an Islamic madrasah.
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