Deep Learning As A Policy Of Educational Transformation: Implementation Strategy Towards 21st Century Character Students

Iwan Sanwani; Masduki Duryat

doi:10.31943/afkarjournal.v9i3.2346

Authors

Iwan Sanwani UIN Siber Syekh Nurjati Cirebon
Masduki Duryat UIN Siber Syekh Nurjati Cirebon

DOI:

https://doi.org/10.31943/afkarjournal.v9i3.2346

Keywords:

Deep Learning, Transformation Policy, Student Character

Abstract

This study aims to analyze Deep Learning (DL) as part of Indonesia's national education transformation policy and to examine its implementation strategies in shaping 21st-century student character. Using a qualitative approach and library research method, the study reviews official policy documents, progressive educational theories, and previous academic research. The analysis reveals that PM is not merely a pedagogical method but a policy framework emphasizing conscious, meaningful, and joyful learning. Its implementation strategy includes transforming the teacher's role, providing flexible curriculum design, strengthening professional learning communities, and applying authentic assessment aligned with the dimensions of the Pancasila Student Profile. PM offers advantages in fostering contextual and reflective learning, but also faces challenges related to teacher readiness, infrastructure limitations, and educational disparities across regions. The study concludes that PM has the potential to serve as a foundation for holistic character education aligned with 21st-century demands, provided it is supported by a sustainable and context-sensitive educational ecosystem.

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