##plugins.themes.bootstrap3.article.sidebar##
Predicting Students’ Learning Perceptions through Deep Learning Pedagogy within a Transformative Curriculum: Evidence from Indonesian Islamic Higher Education
https://doi.org/10.14421/jf65ct63
##plugins.themes.bootstrap3.article.main##
Abstract
Purpose – Islamic higher education institutions increasingly promote transformative and holistic curricular goals; however, empirical modeling that explains how deep learning pedagogy operates within Islamic epistemological commitments and predicts students’ learning perceptions remains limited. This study examines how Meaningful Learning, Mindful Learning, and Joyful Learning, as dimensions of Deep Learning pedagogy, predict students’ learning perceptions within a transformative curriculum framework in Indonesian Islamic higher education.
Design/methods/approach – An exploratory sequential mixed-methods design was employed. Semi-structured interviews were conducted with 27 academic leaders and lecturers from three Indonesian Islamic universities. Based on qualitative theme-to-item translation, a questionnaire was developed and administered to 300 undergraduates using a cross-sectional survey. The instrument demonstrated good to excellent reliability (α = 0.84–0.86; overall α = 0.94). Multiple linear regression was applied.
Findings – Qualitative findings indicate that Deep Learning operates as an integrated pedagogical process linking contextual relevance, reflective engagement, and emotional involvement within a value-oriented instructional ecology. Quantitative results show that Meaningful Learning, Mindful Learning, and Joyful Learning jointly explain 71.7% of the variance in students’ learning perceptions (R² = 0.717). Meaningful Learning and Joyful Learning emerge as the strongest predictors (β = 0.39), while Mindful Learning contributes positively with a smaller magnitude (β = 0.17).
Research implications/limitations – The findings suggest that effective transformative curriculum implementation in PTKI/PTAIS contexts requires intentional integration of cognitive relevance, reflective awareness, and emotional engagement within curriculum design, lecturer development, and institutional support systems. Limitations include the cross-sectional design, reliance on self-report measures, and limited institutional scope.
Originality/value – This study contributes theoretically by recontextualizing Deep Learning constructs within an Islamic epistemological framework, particularly through a tawhidic integration of cognitive, reflective, and affective dimensions. By empirically modeling students’ learning perceptions as an integrative indicator of transformative learning in Indonesian Islamic higher education, this study extends mainstream Deep Learning theory beyond its predominantly Western cognitive-reflective orientation toward a value-embedded pedagogical paradigm.
Keywords:
##plugins.themes.bootstrap3.article.details##
Copyright
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: Implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11(4), 1215–1234. https://doi.org/10.1007/s40692-023-00296-6
Aflah, F., Burhanuddin, N., & Taufik, Z. (2025). Integration of digital technology in Islamic education to strengthen muslim epistemology and human resources. IQRO: Journal of Islamic Education, 8(3), 1273–1287.
Akrim, A., Setiawan, H. R., Selamat, S., & Ginting, N. (2022). Transformation of Islamic education curriculum development policy in the national education system. Cypriot Journal of Educational Sciences, 17(7), 2538–2552.
Arbani, W., Nasution, K., & Hasyim, D. (2022). Epistemology of Islamic education in the view of Muhammad Sholeh Darat. Journal Research of Social, Science, Economics, and Management, 1(9), 1517–1524.
Azer, S. A., Guerrero, A. P. S., & Walsh, A. (2013). Enhancing learning approaches: Practical tips for students and teachers. In Medical Teacher (Vol. 35, Number 6). https://doi.org/10.3109/0142159X.2013.775413
Benu, N. N., Beeh, N., & Nenotek, S. A. (2025). Implementing deep learning in the efl classroom: Strategies for fostering mindful, meaningful, and joyful language learning. LedTure: Journal on Language, Education, Literature and Culture, 3(1).
Chen, P., Xu, R. H., & Hung, C. W. (2025). Tracing future education reforms: Policy mobilities within and between Taiwanese, Australian and global networks. Comparative Education. https://doi.org/10.1080/03050068.2025.2475660
Cheng, C. C., & Carolyn Yang, Y. T. (2023). Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables. Computers and Education, 207. https://doi.org/10.1016/j.compedu.2023.104911
Drummy, M. (2020). Deep learning and EE: Engage the world, change the world. In How to Become an Entrepreneurship Educator. https://doi.org/10.4337/9781789900033.00008
El-Annan, S. H., & Hassoun, R. A. (2025). Teachers’ perceptions of curriculum alignment, professional development, and teaching practices. International Journal of Instruction, 18(3), 141–158.
Fathurrohman, R., Munip, A., & Achadi, M. W. (2025). The epistemology of riyāḍah in pesantren: A philosophical foundation for Islamic intellectual formation. Scaffolding Jurnal Pendidikan Islam Dan Multikulturalisme, 7(3), 301–320.
Feriyanto, F., & Anjariyah, D. (2024). Deep learning approach through meaningful, mindful, and joyful learning: A library research. Electronic Journal of Education, Social Economics and Technology, 5(2). https://doi.org/10.33122/ejeset.v5i2.321
Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. K. (2023). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 28(10), 12351–12382. https://doi.org/10.1007/s10639-022-11544-0
Haris, A. (2019). Penerapan kurikulum berbasis KKNI pada program studi pendidikan agama Islam. Al Furqan Study Pendidikan Islam, VII(Vol. 7 No. 2 (2019): Edisi September 2018-Februari 2019).
Hernández, L. E., Darling-Hammond, L., Adams, J., Bradley, K., & Duncan-Grand, D. (2023). Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning. Journal of Educational Change, 24(4), 871–895. https://doi.org/10.1007/s10833-022-09467-1
Hidayati, D. (2022). Online sufism and reestablishing religious authority. Ulumuna, 26(1), 203–236. https://doi.org/10.20414/ujis.v26i1.488
Irham. (2025). Policies and patterns of integration of science and religion in Indonesian Islamic higher education. Higher Education, 1–18.
Khalid, H., Norfaiza, F., Hasan, A., Rosman, A. S., & Khan, A. (2022). The intergration of science and Islam in Malaysia of high education instituts: An explorative survey. Journal of Positive School Psychology, 6(3).
Klopov, I., Shapurov, O., Voronkova, V., Nikitenko, V., Oleksenko, R., Khavina, I., & Chebakova, Y. (2023). Digital transformation of education based on artificial intelligence. TEM Journal, 12(4). https://doi.org/10.18421/TEM124-74
Kuang, Y., & Duan, B. (2025). Evidence-based curriculum reform: A Data-driven framework for educational planning and governance in China. Journal of Chinese Political Science, 30(3), 501–533. https://doi.org/10.1007/s11366-025-09909-6
Kurniawati, A., Sutarno, S., & Sariman, S. (2023). Integration of Islamic spiritual emotional and intellectual education in vocational high schools. Ta Dib Jurnal Pendidikan Islam, 11(2), 229–240. https://doi.org/10.29313/tjpi.v11i2.10542
Masturin, M., Ritonga, Mhd. R., & Amaroh, S. (2022). Tawhid-based green learning in Islamic higher education: An insan kamil character building. QIJIS (Qudus International Journal of Islamic Studies), 10(1), 215. https://doi.org/10.21043/qijis.v10i1.14124
Munawir, M., & Sahrir, M. S. (2025). Transformation of Islamic education teacher professionalism through the metric concept of social entrepreneurship in Malang. Nazhruna: Jurnal Pendidikan Islam, 8(3), 519–534. https://doi.org/10.31538/nzh.v8i3.248
Naomi Fahma. (2025). The educational revolution of sunan bonang through transformative Islamic-Javanese syncretism. At Turots: Jurnal Pendidikan Islam. https://doi.org/10.51468/jpi.v7i1.874
Nedungadi, P., Menon, R., Gutjahr, G., & Raman, R. (2024). Evaluating holistic education and digital learning model for advancing sdg4: A longitudinal mixed-effects modeling approach. Cogent Social Sciences, 10(1). https://doi.org/10.1080/23311886.2023.2299134
Pahrudin, A., Wakidi, W., & Anggini, V. (2023). Curriculum development management of Islamic education in the internet of things era. Jurnal Penelitian Pendidikan Islam, 11(2), 150–167.
Rachman, L. (2025). Transforming Islamic religious education in response to the challenges of globalization and modernity. Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa, 2(2). https://doi.org/10.38073/pelita.v2i2.3251
Ramadhan, A. (2025). Pengaruh meaningful, joyful, dan mindful learning sebagai pilar deep learning terhadap hasil belajar: Literature review. Jurnal Pendidikan Tematik, 6(2).
Ramdzan, Z., Hamzah, M. I., & Zulkifli, H. (2022). 21 st-century learning in Islamic education. Journal of Pharmaceutical Negative Results, 13.
Roehe, M. A., Trost, C., Grundnig, J. S., Anvari-Pirsch, A., & Holzinger, A. (2024). Evaluating the dynamics of learning approaches: A systematic review investigating the nexus between teaching methods and academic performance in medical and dental education. Educational Psychology Review, 36(4), 118. https://doi.org/10.1007/s10648-024-09952-4
Salmi, H. S., Thuneberg, H., & Bogner, F. X. (2023). Is there deep learning on Mars? STEAM education in an inquiry-based out-of-school setting. Interactive Learning Environments, 31(2). https://doi.org/10.1080/10494820.2020.1823856
Shé, C. N., Farrell, O., Brunton, J., & Costello, E. (2022). Integrating design thinking into instructional design: The OpenTeach case study. Australasian Journal of Educational Technology, 38(1), 33–52.
Singer-Brodowski, M. (2023). The potential of transformative learning for sustainability transitions: Moving beyond formal learning environments. Environment, Development and Sustainability, 27(9), 20621–20639. https://doi.org/10.1007/s10668-022-02444-x
Siti Romlah, L., Pahrudin, A., Fauzan, A., Kesuma, G. C., & Purnama, R. (2025). Institutionalizing OBE through transformative curriculum management: Insights from an Indonesian Islamic University. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(4), 575–585. https://doi.org/10.31538/munaddhomah.v6i4.2319
Southworth, J. (2022). Bridging critical thinking and transformative learning: The role of perspective-taking. Theory and Research in Education, 20(1), 44–63. https://doi.org/10.1177/14778785221090853
Stuckey, H. L., Peyrot, M., Conway, R., & Taylor, E. W. (2022). A conceptual validation of transformative learning theory. Social Science Quarterly, 103(6), 1459–1474. https://doi.org/10.1111/ssqu.13205
Supriyanto, A. (2022). Religion moderation on academic community Islamic higher education in Indonesian. Jurnal Mantik, 6(2), 1859–1868.
Sweet, S. F. (2023). Using guided critical reflection to discover deepened and transformative learning in leadership education. Journal of Research on Leadership Education, 18(4), 600–621. https://doi.org/10.1177/19427751221118951
Taylor, E. W., & Tisdell, E. (2017). Patricia Cranton and transformative learning theory: An integrated perspective. Adult Education Quarterly, 54(4), 1–10.
Tukiar, M. A., Kassim, N. F., & Hassan, H. (2022). Narrative review on integrating technology into instruction to support for the new pedagogical deep learning (NPDL). International Journal of Education, Psychology and Counseling, 7(47), 893–902. https://doi.org/10.35631/IJEPC.747065
UNESCO. (2024). Transforming education towards SDGG4 report of a global survey on country actions to transform education. http://www.unesco.org/open-access/terms-use-ccbysa-en
Wergin, J. F. (2019). Deep learning in a disorienting world. Cambridge University Press.
Wright, A., Wilding, M., Lawler, M., & Lowe, M. (2025). Student working lives. In student working lives. Higher education policy institute (HEPI).
Xie, M., King, R. B., & Luo, Y. (2023). Social motivation and deep approaches to learning: a nationwide study among Chinese college students. Higher Education, 85(3), 669–687. https://doi.org/10.1007/s10734-022-00860-6
254
Views
141
Downloads
