A Systematic Literature Review of Deep Learning and the Independent Curriculum in Indonesian: Implications for Future Education
DOI:
https://doi.org/10.59175/pijed.v4i2.849Keywords:
Deep Learning Approach, Merdeka Curriculum Implementation, Reflective Learning Strategies, Student-Centred Pedagogy, Systematic Literature ReviewAbstract
This study aims to analyses the relationship between deep learning and the implementation of the Merdeka Curriculum in Indonesia, as well as to identify its implications for future educational development. Using a Systematic Literature Review (SLR) guided by PRISMA, this study examined 35 national and international publications from 2020–2025 that focus on learning practices, curriculum policies, and deep learning-based pedagogical approaches. The results show that learning strategies emphasizing reflection, collaboration, inquiry, and contextual understanding significantly strengthen the achievement of deep learning aligned with the principles of the Merdeka Curriculum, particularly in developing the Pancasila Student Profile. Despite these positive findings, challenges remain, including limited teacher competence, unequal technological infrastructure, and disparities among educational units. The novelty of this study lies in providing a comprehensive synthesis that explicitly links learning patterns, deep learning principles, and Merdeka Curriculum implementation an area rarely addressed in previous research. Practically, this study highlights the need for continuous professional development, reflective teaching practices, and digital learning support. The study contributes conceptually by proposing deep learning-based models as strategic foundations for meaningful, reflective, and future-oriented learning in Indonesian education.
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