Implementasi Pendekatan Deep Learning dalam Pembelajaran PAI dan Budi Pekerti untuk Penguatan Karakter Jujur Siswa

Abstract

Strengthening honesty in Islamic Religious Education (IRE) and Character Education is important amid digital conditions that make information readily accessible while also creating risks of academic dishonesty. Studies of deep learning in IRE have discussed meaningful, mindful, and joyful learning, but have provided limited detail on how learning experiences relate to observable dimensions of honesty and how evidence of character development is assessed. This study examines the implementation of deep learning and the process of strengthening honesty among Grade 10 students at SMA Kornita IPB, Bogor. It uses a qualitative case study design. Participants comprised one IRE teacher, one Guidance and Counseling (GC) teacher, and six Grade 10 students. Data were collected through semi-structured interviews, non-participant observation, and documentation. Thematic analysis involved repeated reading, initial coding, grouping codes, developing themes, and cross-checking findings through source and method triangulation. The findings identify three stages of learning: participatory planning, active learning through case studies and role-play, and reflection through muhasabah. The study contributes a context-specific account of honesty development across three dimensions: appropriation of rules, academic integrity, and personal responsibility, supported by teacher role modelling, habituation, and school collaboration. Because the study is a single case and character assessment was not systematically documented, the findings do not establish causality or long-term change. Future research should examine structured assessment tools and trace character development longitudinally.