Kendala dan Strategi Penerapan Deep Learning dalam Pembelajaran Bahasa Arab
DOI:
https://doi.org/10.54213/tanzhimuna.v6i1.1016Keywords:
deep learning; kendala guru; pembelajaran Bahasa Arab; Madrasah AliyahAbstract
Kebijakan pembelajaran mendalam yang digaungkan pemerintah mendorong guru Bahasa Arab di berbagai madrasah untuk mengadopsi kerangka deep learning Fullan, namun adopsi kebijakan pada tataran praktik kelas jarang berjalan mulus. Studi terdahulu memetakan kendala tersebut melalui wawancara retrospektif dengan guru, sehingga kendala yang terpotret adalah kendala yang diingat dan dilaporkan guru, bukan kendala yang teramati langsung ketika guru sedang berupaya menerapkan deep learning dari satu siklus ke siklus berikutnya. Penelitian ini menyajikan data dari sumber yang berbeda, yaitu penelitian tindakan kelas dua siklus yang dilaksanakan bersama guru Bahasa Arab di sebuah Madrasah Aliyah Negeri di Cirebon pada kelas berjumlah 25 siswa. Data kendala dikumpulkan melalui catatan refleksi guru dan peneliti, lembar observasi, serta wawancara reflektif, kemudian dianalisis dengan model interaktif Miles dan Huberman. Ditemukan empat kategori kendala: perencanaan yang belum memberi otonomi belajar siswa, pelaksanaan yang menghadapi ketimpangan partisipasi dan keterbatasan waktu, penilaian yang belum otentik, serta kesiapan siswa dan lingkungan belajar yang beragam. Sebagian kendala terbukti responsif terhadap strategi perbaikan sederhana dalam satu siklus, namun kendala terkait otonomi belajar dan pergeseran budaya asesmen guru tampak lebih membutuhkan pendampingan berkelanjutan.
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