Paradigma Deep Learning Dalam Pembelajaran Sejarah Abad 21: Upaya Membangun Kemampuan Berfikir Kritis Siswa

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