Deep Learning Curriculum: Educational Transformation Or A Threat To Teacher Dehumanization

Abstract

This study aims to analyze the dynamics of implementing the deep learning curriculum at Madrasah Aliyah Al Amiriyyah Blokagung Banyuwangi and to identify its implications for educational transformation and the potential dehumanization of teachers. A descriptive qualitative approach was employed, with data collected through interviews, observations, and documentation involving 25 informants, including the school principal, teachers, parents, and community leaders, during the period of April–August 2026. The findings reveal divergent perceptions among educators and parents regarding the deep learning curriculum: some view it as a transformative innovation fostering creativity and critical thinking, while others feel burdened by technological demands and pedagogical shifts. Furthermore, social resistance emerged from community members who protested against the curriculum, perceiving it as a threat to the religious and moral values traditionally upheld by Islamic education. “Academic outcomes among students also varied: improving for those who were digitally literate but declining for those less adaptive”. These findings suggest that digital transformation in education must be balanced with humanistic and spiritual values to prevent the erosion of teacher–student relationships and avoid the risk of educational dehumanization.