Pendekatan Pembelajaran Mendalam dalam Implementasi Kurikulum Merdeka Belajar untuk Penguatan Pendidikan Geografi di Sekolah Menengah Atas: Tinjauan Literatur Sistematis

Abstrak

The transformation of education in the 21st century requires a paradigm shift in learning that emphasizes deep understanding, reflection, and independent learning. The Merdeka Belajar curriculum is a national educational innovation that provides flexibility for teachers and students, but its success depends heavily on the pedagogical approach used. This study aims to identify and synthesize research results on the application of the deep learning approach in the implementation of the Merdeka Belajar Curriculum, particularly in geography learning in senior high schools. This study uses a systematic literature review design with reference to the PRISMA-ScR guidelines, searching the literature through the Google Scholar, JSTOR, and SpringerLink databases using a Boolean logic-based search strategy. Of the total 1,752 articles identified, only four articles met the inclusion criteria. The synthesis results show three main themes: (1) the development of contextual learning models that strengthen meaningful learning, (2) a shift in the pedagogical paradigm of teachers towards the role of reflective facilitators, and (3) the strengthening of 21st-century competencies, especially students' critical thinking and spatial literacy skills. The application of the deep learning approach has been proven to increase the relevance and depth of student learning, while also strengthening the values of the Pancasila Student Profile. This study concludes that the integration of the deep learning approach in the Merdeka Belajar Curriculum has the potential to become a new paradigm for realizing reflective, contextual, and 21st-century competency-oriented geography learning