Implementation of a Deep Learning Pedagogical Approach in Islamic Education Learning at a Top-Ranked Madrasah Aliyah

This study examines how a pedagogical deep learning approach is implemented, focusing on instructional planning through teacher working groups, classroom practices, and the development of instructional modules, and identifies the observed implications for students' learning processes at MAN 2 Kota Kediri. Using a qualitative descriptive method with a case study design, data were collected through classroom observations, in-depth interviews with Islamic Education teachers and students, and curriculum documentation. Data analysis used the Miles and Huberman model, including data condensation, data presentation, and conclusion drawing. The research findings indicate that the implementation is structured through a systematic cycle involving curriculum reviews, collaborative planning within subject-based teacher working groups (Musyawarah Guru Mata Pelajaran/MGMP), and periodic technical guidance, which yields structured and contextual teaching modules. Furthermore, the deep learning approach is substantively integrated with the school's "Kurikulum Berbasis Cinta" framework. It is manifested through three main pillars: mindful learning through the practice of theological reflection, meaningful learning through the contextualization of course material with social realities, and joyful learning through the creation of an inclusive and appreciative classroom atmosphere using innovative learning strategies such as interactive print materials, educational videos, and educational digital games. The tangible impacts of this implementation include increased student engagement, the fostering of higher-order thinking skills (HOTS), reduced test anxiety, and a deeper internalization of religious values rather than mere rote memorization for exam purposes. This study provides a blueprint for other madrasahs to transform the quality of Islamic education in the contemporary era.