ANALISIS IMPLEMENTASI KURIKULUM MERDEKA BERBASIS PENDEKATAN DEEP LEARNING TERHADAP KETUNTASAN BELAJAR MATEMATIKA SISWA KELAS X MADRASAH ALIYAH NURUL QUR’AN PONOROGO

Amien Arbi’ah. Implementasi Kurikulum Merdeka Berbasis Pendekatan Deep Learning pada Pembelajaran Matematika Kelas X MA Nurul Qur'an. Tesis. Program Studi Pendidikan Matematika. Program Pascasarjana Program Studi Pedagogi. Universitas Muhammadiyah Ponorogo.
Pembimbing 1: Drs. Sumaji, M.Pd. Pembimbing 2: Dr. Anip Dwi Saputro, M.Pd.
Penelitian ini bertujuan untuk: (1) Mendeskripsikan implementasi Kurikulum Merdeka berbasis pendekatan deep learning pada pembelajaran matematika, (2) Menganalisis dampak pendekatan deep learning terhadap pencapaian ketuntasan belajar matematika, dan (3) Menganalisis faktor pendukung serta penghambat dalam mengintegrasikan pendekatan deep learning pada Kurikulum Merdeka di kelas X MA Nurul Qur'an.
Penelitian ini merupakan penelitian kualitatif deskriptif dengan desain penelitian lapangan di MA Nurul Qur'an. Subjek penelitian mencakup guru mata pelajaran matematika, kepala madrasah, serta siswa kelas X. Teknik pengumpulan data yang digunakan meliputi observasi pelaksanaan pembelajaran matematika di kelas, wawancara mendalam dengan guru dan siswa, serta dokumentasi berupa Modul Ajar, Alur Tujuan Pembelajaran (ATP), dan rekapitulasi nilai hasil belajar siswa. Teknik analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa: (1) Implementasi Kurikulum Merdeka berbasis deep learning dilaksanakan secara fleksibel dan berpusat pada siswa melalui pengintegrasian tiga pilar utama (mindful, meaningful, dan joyful learning) serta penerapan pembelajaran berdiferensiasi; (2) Dampak pendekatan deep learning terhadap ketuntasan belajar menunjukkan adanya dikotomi hasil, di mana pendekatan ini sangat efektif mengoptimalkan pemahaman konsep dan penalaran matematis bagi siswa yang aktif dan bermotivasi tinggi, namun kurang optimal bagi siswa pasif yang mengalami hambatan transisi dari model belajar lama, meskipun kesenjangan tersebut dapat direduksi melalui penerapan corrective technique; serta (3) Faktor pendukung integrasi ini meliputi komitmen manajerial madrasah dan kolaborasi aktif guru dalam komunitas praktisi (MGMP), sedangkan faktor penghambatnya mencakup beban administrasi kurikulum yang masif, resistensi epistemologis guru terhadap perubahan metode mengajar konvensional, serta kultur belajar pasif (automatic thinking) sebagian siswa.

Amien Arbi’ah. Implementation of the Merdeka Curriculum Based on the Deep Learning Approach in Mathematics Learning for Class X Students at MA Nurul Qur'an. Thesis. Mathematics Education Study Program. Postgraduate Program in Pedagogy. Universitas Muhammadiyah Ponorogo.
Advisor 1: Drs. Sumaji, M.Pd. Advisor 2: Dr. Anip Dwi Saputro, M.Pd.
This study aims to: (1) describe the implementation of the Merdeka Curriculum based on a deep learning approach in mathematics learning, (2) analyze the impact of the deep learning approach on students' learning mastery in mathematics, and (3) analyze the supporting and inhibiting factors in integrating the deep learning approach into the Merdeka Curriculum in Class X of MA Nurul Qur'an.
This study is a descriptive qualitative research employing a field research design at MA Nurul Qur'an. The subjects of the study included the mathematics teacher, the headmaster of the madrasah, and class X students. Data collection techniques utilized in this research comprised classroom observations of mathematics learning, in-depth interviews with the teacher and students, and documentation in the form of Teaching Modules (Modul Ajar), Learning Goal Flow (Alur Tujuan Pembelajaran), and student learning outcome records. The data analysis technique followed an interactive model consisting of data reduction, data display, and conclusion drawing.
The results showed that: (1) the implementation of the Merdeka Curriculum based on deep learning was carried out flexibly and student-centered through the integration of three main pillars (mindful, meaningful, and joyful learning) as well as the application of differentiated instruction; (2) the impact of the deep learning approach on learning mastery demonstrated a dichotomy in outcomes, where this approach was highly effective in optimizing conceptual understanding and mathematical reasoning for active and highly motivated students, but less than optimal for passive students experiencing transition barriers from the previous learning model, although this gap was mitigated through the application of corrective techniques; and (3) supporting factors for this integration included managerial commitment from the madrasah leadership and active teacher collaboration in professional learning communities (MGMP), whereas inhibiting factors encompassed heavy curriculum administrative burdens, teachers' epistemological resistance to changing conventional teaching methods, and a passive learning culture (automatic thinking) among some students.