Deep Learning Based Islamic Religious Education Curriculum Development: A Madrasah Case Study

Authors

  • Desyana Nurlatipah STIT AT-TAQWA CIPARAY BANDUNG
  • Imas Masruroh Imtihanah STIT At-Taqwa Ciparay Bandung
  • Nurhayati STIT At-Taqwa Ciparay Bandung
  • Vanisa Camila STIT At-Taqwa Ciparay Bandung
  • Kewulere Adam Olasunkanmi Lagos State University

DOI:

https://doi.org/10.71280/jotter.v4i1.613

Keywords:

Curriculum Development, Islamic Religious Education, Deep Learning, Merdeka Curriculum, Islamic Junior Secondary School

Abstract

Curriculum development in Islamic Religious Education (PAI) is an important component in supporting the implementation of the Merdeka Curriculum and the integration of the Deep Learning approach in madrasahs. This study aims to analyze the development and implementation of a PAI curriculum based on the Deep Learning approach, identify supporting and inhibiting factors, and formulate a case-derived provisional framework for curriculum development. A qualitative case study was conducted at MTs Ma’arif An-Naura, Paseh District, Bandung Regency, West Java, Indonesia, with data collected from May to June 2026. The participants consisted of the Vice Principal for Curriculum Affairs, two PAI teachers, and three students representing Grades VII, VIII, and IX. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that curriculum development involved student needs analysis, curriculum planning, integration of the Deep Learning principles, learning implementation, assessment, and curriculum evaluation and continuous improvement. The implementation of mindful, meaningful, and joyful learning was supported by institutional leadership, teacher collaboration, student participation, learning resources, and professional development, while differences in students’ characteristics and abilities, limited instructional time, and the need for continuous teacher development presented challenges. Based on the empirical findings, the study formulates a case-derived provisional framework consisting of six interconnected stages: student needs analysis, curriculum planning, integration of mindful–meaningful–joyful learning, learning implementation, assessment, and evaluation and continuous improvement. The framework positions curriculum development as the foundation for implementing Deep Learning in PAI

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Published

2026-08-30

How to Cite

Nurlatipah, D., Imtihanah, I. M., Nurhayati, Camila, V., & Kewulere Adam Olasunkanmi. (2026). Deep Learning Based Islamic Religious Education Curriculum Development: A Madrasah Case Study. Journal of Teacher Training and Educational Research, 4(1), 111–126. https://doi.org/10.71280/jotter.v4i1.613

Issue

Vol. 4 No. 1 (2026): August 2026

Section

Articles

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Copyright (c) 2026 Desyana Nurlatipah, Imas Masruroh Imtihanah, Nurhayati, Vanisa Camila, Kewulere Adam Olasunkanmi

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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