Implementation of deep learning approach in equivalency education at PKBM Al Insan

Abstract

ARTICLE INFO Equivalency education serves as a crucial alternative for providing learning opportunities to individuals excluded from formal schooling, particularly adults with diverse backgrounds and learning needs. However, learning practices in PKBM (Community Learning Centers) often remain instructional and fail to address the demand for contextual and meaningful education. This study aims to examine the implementation of a deep learning approach in the planning, implementation, and evaluation stages of the learning process within the Paket C Equivalency Program at PKBM Al Insan, Sumedang. Employing a descriptive qualitative method, data were collected through Focus Group Discussions (FGDs), observations, and in-depth interviews. Thematic analysis was employed to identify key patterns related to the study's focus. The findings suggest that learning practices are beginning to reflect the principles of mindful, meaningful, and joyful learning, although they have not yet been systematically applied. Flexibility in scheduling and close tutor-learner relationships emerged as major strengths, while key challenges included limited theoretical understanding among tutors and the absence of structured evaluation tools. The study recommends enhancing tutor capacity and developing contextual learning instruments to support better the application of the deep learning approach in non-formal equivalency education. Open access Curricula: Journal of Curriculum Development is a peer-reviewed open-access journal.