A Study of the Deep Learning Curriculum in Civics Learning to Improve Students' Critical Thinking

Abstract

This research aims to examine the implementation of the deep learning curriculum in learning Pancasila and Citizenship Education (PPKn) as an effort to improve students' critical thinking skills. The research uses a qualitative approach with library research and descriptive methods. Data sources were obtained from various national and international journal articles, books, proceedings, and relevant academic documents regarding deep learning, Civics learning, and critical thinking skills. Data analysis was carried out using the Miles and Huberman interactive model through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the deep learning curriculum in Civics learning is oriented towards meaningful, contextual learning and places students at the center of learning. Implementation of this approach can be done through Problem Based Learning, Inquiry Learning and project-based learning models which are able to improve students' analysis, reflection and problem solving skills. However, its implementation still faces challenges in the form of teacher readiness, limited learning facilities, and an evaluation system that does not fully support the development of high-level thinking skills. Therefore, the deep learning curriculum has strong relevance in supporting 21st century PPKn learning which is oriented towards developing students' critical thinking skills.