The Theories of Principles in Deep Learning Approach
Teori-Teori dalam Prinsip-Prinsip Pendekatan Pembelajaran Mendalam
DOI:
https://doi.org/10.21070/pedagogia.v15i1.2098Keywords:
Deep Learning, Mindful , Meaningful, JoyfulAbstract
Deep learning is an approach that launched by the Ministry of Primary and Secondary Education with an academic manuscript that can be viewed freely on its page. It has three main principles, that are mindful, meaningful, and joyful that should be implemented simultaneously during the learning process. This article discussess the theories of these three main principles from various figures such as Langer, Ausubel, and Dewey by using the literature study from various articles and books. The discussion of this article is designed to help educators more understand about the core of the approach accompanied by practical examples, enabling them to align the learning process with national policies. The principles in deep learning are aligned with constructivism theory, which made students as active subjects in the learning process. Students are aware of the leraning objectives and fully engaged in learning activities which the content is connected to real-life experiences, enabling them for constructing the conceptual knowledge. This article focuses solely on constructivism theory despite the existence of other theories that also support educational innovation.
Highlights:
-
Three interconnected principles frame a holistic student-centered approach grounded in awareness, cognitive integration, and experiential engagement.
-
The framework positions learners as active knowledge constructors through contextual instruction and structured conceptual organization.
-
Practical classroom strategies include initial assessment, project-based activities, and reflective interaction aligned with national curriculum policy.
Keywords: Deep Learning, Mindful, Meaningful, Joyful
References
Agustina, E. (2025). Elemen 2: Mindful Learning. In M. Hasan (Ed.), Deep Learning dalam Pendidikan: Pendekatan Pembelajaran Bermakna, Sadar, dan Menyenangkan (1st ed., p. 109). Tahta Media.
Akmal, A. N., Maelasari, N., & Lusiana, L. (2025). Pemahaman Deep Learning dalam Pendidikan: Analisis Literatur melalui Metode Systematic Literature Review (SLR). JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(3), 3229–3236. https://doi.org/10.54371/jiip.v8i3.7442
Anwar, M. K. (2017). Pembelajaran Mendalam untuk Membentuk Karakter Siswa sebagai Pembelajar. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 2(2), 97–104. https://doi.org/10.24042/tadris.v2i2.1559
Bordunos, A. K., Miletich, M. P., & Volkova, N. V. (2024). Mindful Learning: Principles and Prospect of Use in Higher Education. Psychological Science and Education, 29(4), 16–30. https://doi.org/10.17759/pse.2024290402
Budiyanti, K., M. Zaim, & Harris Effendi Thahar. (2023). Teori-Teori Pendidikan dan Pengaruhnya terhadap Pembelajaran Bahasa Abad ke-21. Journal of Education Research, 4(4), 2471–2479.
Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A Psychological Theory of Learning. In Constructivism,Theory, Perspectives and Practice Second Edition (p. 8,). http://faculty.arts.ubc.ca/emeyers/LIBR535/readings/Fosnot&Perry_2005.pdf
Harefa, A. O. (2013, April). Penerapan Teori Pembelajaran Ausubel dalam Pembelajaran. Majalah Ilmiah Warta Dharmawangsa, 43–55.
Hendrianty, B. J., Ibrahim, A., Iskandar, S., & Mulyasari, E. (2024). Membangun Pola Pikir Deep Learning Guru Sekolah Dasar. Kalam Cendekia: Jurnal Ilmiah Pendidikan, 12(3), 1348–1358.
Kemendikdasmen. (2025). Naskah Akademik Pembelajaran Mendalam Menuju Pendidikan Bermutu Untuk Semua. In NASKAH AKADEMIK PEMBELAJARAN MENDALAM Menuju Pendidikan Bermutu Untuk Semua. Kemendikdasmen.
Langer, E. J. (2016). The Power of Mindful Learning Second Edition (2nd ed.). Da Capo Press.
Magdalena, Endayana, B., Pulungan, A. I., Maimunah, & Dalimunthe, N. D. (2021). Metode Penelitian untuk Penulisan Laporan Penelitian dalam Ilmu Pendidikan Agama Islam (Sumarto (ed.); 1st ed.). Penerbit Buku Literasiologi.
Mahmud, Tarwiyani, T., Zulkifli, Putra, J. D., Hasibuan, A. S., & Masakim, A. (2024). Analisis Keterkaitan Filosofi Pendidikan John Dewey dengan Prinsip dan Implementasi Kurikulum Merdeka Belajar di Indonesia. DIMENSI, 13(3), 945–959.
Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Nurhadi. (2020). Teori Kognitivisme Serta Aplikasinya dalam Pembelajaran. 2(1), 77–95.
Ofita, C., & Sururi, S. (2023). Kompetensi Pedagogik Guru Abad 21 : Tinjauan Peran Guru Menghadapi Generasi Alpha. Jurnal Tata Kelola Pendidikan, 5(2), 101–110. https://doi.org/10.17509/jtkp.v5i2.64847
Paramita, A. A. J., Ariani, K. B., Putu, N., & Mahadewi, D. (2025). Tantangan Implementasi Pembelajaran Mendalam sebagai Pendekatan dalam Kurikulum Merdeka. DIKSI: Jurnal Kajian Pendidikan Dan Sosial, 6(4), 757–769. https://doi.org/https://doi.org/10.53299/diksi.v6i4.3030
Rahmah, N. (2013). Belajar Bermakna Ausubel. Al-Khawarizmi, 1(Maret), 43–48.
Rahmandani, F., Rifqi Hamzah, M., Handayani, T., & Wahyu Kurniawan, M. (2025). Integrasi Pembelajaran Mendalam (Deep Learning) dalam Mewujudkan Pembelajaran yang Bermutu dan Bermakna bagi Peserta Didik. Inovasi: Jurnal Sosial Humaniora Dan Pendidikan, 4(September), 769–781. https://doi.org/https://doi.org/10.55606/inovasi.v4i2.4896
Sidiq, U., & Choiri, M. (2019). Metode Penelitian Kualitatif di Bidang Pendidikan. In A. Mujahidin (Ed.), Journal of Chemical Information and Modeling (1st ed., Vol. 53, Issue 9). CV. Nata Karya.
Suparlan. (2012). Teori Konstruktivisme dalam Pembelajaran. Islamika: Jurnal Keislaman Dan Ilmu Pendidikan, 1(2), 79–88.
Suryana, E., Aprina, M. P., & Kasinyo Harto. (2022). Teori Konstruktivistik dan Implikasinya dalam Pembelajaran. Islamic Counseling: Jurnal Bimbingan Konseling Islam, 5(7), 2070–2080.
Sutrina, D., Alexander Alim, J., & Dwi Anggriani, M. (2025). Konsep Joyful Learning dalam Meningkatkan Kualitas Pembelajaran. Journal Educational Research and Development, 2(1), 611–616.
Wantiana, I., & Mellisa. (2023). Kendala Guru dalam Penerapan Kurikulum Merdeka. Jurnal Basicedu, 7(3), 1461–1465. https://doi.org/DOI: https://doi.org/10.31004/basicedu.v7i3.5149
Wasitohadi. (2014). Hakekat Pendidikan dalam Perspektif John Dewey Tinjauan Teoritis. Satya Widya, 30(1), 49–61.
Wibowo, G., Gunawan, D., & Mardiana, D. (2025). Implementasi Pendekatan Pembelajaran Mendalam (Deep Learning) dalam Meningkatkan Pemahaman Konsep Siswa di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(September), 144–158.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Ferdiana Rosyidah, Desak Putu Parmiti, Dewa Bagus Sanjaya, I Nyoman Jampel
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
