Transforming Sociology Learning through the Deep Learning Approach at MA Nurul Haq

Abstract

This study aims to analyze the transformation of sociology learning through a deep learning approach at MA Nurul Haq Rite Ambalawi Bima. The study used a qualitative approach with a descriptive-constructive design to understand the learning process, social interactions, and the construction of meaning formed in the implementation of deep and contextual learning. The research subjects consisted of sociology teachers and grade XI students who were selected purposively. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation. Data were analyzed using an interactive analysis model that includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the transformation of sociology learning through a deep learning approach is able to create a more dialogic, participatory, collaborative, and reflective learning process. Learning developed by utilizing local cultural values as a learning context encourages students to not only understand sociological concepts cognitively, but also connect them to the social realities they experience in everyday life. Students showed increased critical thinking skills, social awareness, the ability to work together, and a deeper understanding of the values of deliberation, solidarity, and mutual cooperation. Research findings also demonstrate that a deep learning approach can bridge the gap between social theory and practice, making learning more meaningful and relevant to students' lives. Therefore, transforming sociology instruction through a deep learning approach has important implications for developing contextual, reflective instruction that focuses on building students' social character.