Deep Learning Approach as an Effective Strategy for HOTS Skill Development for Grade 2 MTs Wali Songo Students in Muthola'ah Subjects

Abstract

Muthola'ah learning is a subject that focuses on a deep understanding of Arabic texts, which requires critical and analytical thinking skills from students. However, in practice, the learning process still tends to be textual and centered on memorization, so it has not been able to encourage the development of high-level thinking skills (HOTS). This study aims to determine the effectiveness of the deep learning approach in developing the high-level thinking skills (HOTS) of second-grade MTs Wali Songo students in the subject of Muthola'ah. The deep learning approach emphasizes students' deep understanding and reflective ability to interpret teaching materials. This study uses a descriptive qualitative method with data collection techniques through observation, in-depth interviews, and documentation. The subjects of the study are teachers and 2nd grade students of MTs Wali Songo who are involved in the Muthola'ah learning process. The results show that the deep learning approach is able to create an active, collaborative, and reflective learning environment. Students show improved ability to understand the meaning of the text and relate the content of the reading to the context of life. Teachers are also experiencing a shift in teaching strategies that focus more on conceptual understanding than just recitation or memorization. Thus, the deep learning approach has proven to be effective in developing students' high-level thinking skills (HOTS), especially in Muthola'ah learning, and can be an alternative learning strategy that is relevant in the madrasah environment.