Abstract:
History learning material from the elementary-high school/vocational level seems to only do repetition, so it is considered
less relevant. This has an impact on the interest of students to learn history. The purpose of the study is to describe and
identify the Deep Learning paradigm in learning history in the 21st century. The research method used, namely the
qualitative method of literature study, by collecting data through books, journal articles, papers, proceedings, research
results, and other relevant sources. Data analysis techniques used, namely content analysis techniques, through the
steps to determine the specific objectives to be achieved, interpreting important terms, specializing in the units to be
analyzed, finding relevant data, building conceptual rationale to explain how data is related to objectives, planning
sampling, and formulating coding categories. The results showed that the deep learning paradigm in history learning in
the 21st century was very relevant to implement strategies and methods of approach that were under information
technology, so that historical material was more contextual and by current conditions. Based on this, it can be concluded
that the learning of 21st-century history through the implementation of the Deep Learning paradigm will be more
interesting, not just memorization, but students can understand and analyze in depth, so that they can innovate. The
results of this study contribute to history learning in 21st-century schools so that learning is more interesting and fun,
Educators must be able to adjust to the times, especially in the use of strategies, models, methods, and teaching
materials
