Deep Learning Integration to Improve Divergent Thinking Skills at Sma Muhammadiyah 1 Metro

The divergent thinking skills of students at Muhammadiyah 1 High School in Metro are not yet optimal, as economics instruction still tends to be teacher-centered. This is evidenced by the fact that 79.17% of students in class X.1 have not yet met the minimum proficiency criteria. This study aims to examine the effect of integrating deep learning on students’ divergent thinking skills. The research method used a quantitative approach with a one-group pretest-posttest design involving 24 students in Class X.1. The instrument used was a HOTS-based true-false essay test that had passed validity, reliability, difficulty index, and descrimination index. The data were analyzed using a paired-sample t-test and N-Gain. The results showed that the average score increased from 60.46 to 90.04. The paired-sample t-test yielded a significance level (2-tailed) of 0.000 < 0.05 and a calculated t-value of 11.980 > the critical t-value of 2.068. The N-Gain value of 0.7457 falls into the high category. The findings of this study indicate that the integration of mindful learning, meaningful learning, and joyful learning effectively enhances divergent thinking skills on fluency, flexibility, and elaboration aspect. This study contributes to strengthening the study of deep learning in economics education and provides an innovative, HOTS-based learning alternative to develop students’ divergent thinking skills. Keywords: deep learning; divergent thinking skills; economics learning; hots ABSTRAK Kemampuan berpikir divergen siswa di SMA Muhammadiyah 1 Metro belum optimal, karena pembelajaran ekonomi masih cenderung berpusat pada guru. Hal ini ditunjukkan oleh 79,17% siswa kelas X.1 yang belum mencapai kriteria ketuntasan minimal. Penelitian ini bertujuan menguji pengaruh integrasi pembelajaran mendalam (deep learning) terhadap kemampuan berpikir divergen siswa. Metode penelitian ini menggunakan metode kuantitatif dengan desain one group pretest-posttest pada 24 siswa kelas X.1. Instrumen yang digunakan berupa tes uraian benar salah berbasis HOTS yang telah memenuhi uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Data dianalisis menggunakan paired sample t-test dan N-Gain. Hasil menunjukkan rata-rata nilai meningkat dari 60,46 menjadi 90,04. Uji paired sample t-test memperoleh Sig. (2-tailed) 0,000 < 0,05 dan t-hitung 11,980 > t-tabel 2,068. Nilai N-Gain sebesar 0,7457 termasuk kategori tinggi. Temuan penelitian ini menunjukkan bahwa integrasi mindful learning, meaningful learning, dan joyful learning efektif meningkatkan kemampuan berpikir divergen pada aspek fluency, flexibility, dan elaboration. Penelitian ini berkontribusi pada penguatan kajian pembelajaran mendalam dalam pendidikan ekonomi serta menyediakan alternatif inovasi pembelajaran berbasis HOTS untuk mengembangkan kemampuan berpikir divergen siswa. Kata kunci: deep learning; hots; kemampuan berpikir divergen; pembelajaran ekonomi