DEEP LEARNING IN ARABIC LANGUAGE TEACHING: INNOVATION OPPORTUNITY OR JUST A TREND?

Abstract

This research aims to analyze the concept and basic principles of the
deep learning approach in the Indonesian educational context;
identify
and review relevant literature regarding the
implementation of this approach in language teaching in general and
Arabic; evaluate the potential of this approach as a sustainable
innovation or just a temporary pedagogical trend in Arabic language
teaching. This study uses the Systematic Literature Review (SLR)
method by utilizing two types of data sources, namely primary and
secondary sources. Data collection techniques are carried out
systematically through three main stages, namely: planning,
implementation, and reporting. The results of this study show that
1) The application of deep learning in various educational contexts
in Indonesia is an innovative approach that has proven effective in
improving the academic quality and character of students through
the principles of mindful, meaningful, and joyful learning. This
approach is flexible to be applied in various disciplines and relevant
to answer the complex and dynamic challenges of future education.
2) The application of deep learning in Arabic language teaching has
proven effective in improving students' comprehension, vocabulary,
concentration and religious character through its principles. Despite
implementation challenges, this approach creates holistic, contextual
and transformative learning. 3) The deep learning approach in
Arabic language teaching has great potential as a sustainable
innovation if implemented systematically and supported by teacher
capacity and learning technology. Otherwise, it risks becoming a
momentary trend that loses its meaning and impact.