The Impact of Transformative Deep Learning on the Development of Reflective Critical Thinking Skills and Meaningful Understanding Among High School Students in Malaka Regency

Abstract

  This study was conducted with the objectives of (1) analyzing the impact of transformative deep learning on the improvement of reflective critical thinking skills among students at Alkani State High School and Biudukfoho State High School in Malaka Regency, and (2) analyzing the impact of transformative deep learning on the improvement of meaningful understanding among students at Alkani State High School and Biudukfoho State High School in Malaka Regency. The type of research used was a quasi-experimental study, in which each school designated two classes consisting of one experimental class and one control class, or consisting of two experimental classes and two control classes. Based on the results of the Paired Sample T-Test, the average 21st-century skills score after the treatment (Mean = 79.07) in the experimental class was higher than before the application of the transformative deep learning approach (Mean = 65.74). The test results indicate a significant difference with a t-value (26) = -8.832 and a significance level of p = 0.000 (p < 0.05). This means that the implementation of the transformative Deep Learning approach significantly influences the improvement of students’ reflective critical thinking skills. The average learning outcome after the implementation of the transformative Deep Learning approach was 469.26, whereas it was 273.52 previously. The test results showed a t-value (t(26)) of -2.239 with a significance level of p = 0.034 (p < 0.05), indicating a significant improvement in students’ meaningful comprehension skills following the implementation of the transformative Deep Learning approach.In the control class, although there was an improvement, the relationship between the non-transformative Deep Learning treatment and students’ meaningful comprehension ability was weaker compared to the experimental class; the average score for reflective critical thinking skills in the control class increased from 65.74 to 79.07. The results of the Paired Sample T-Test showed a t-value (26) = -8.832 with a significance level of p = 0.000. Although significant, this increase cannot be attributed to the treatment because the control class did not receive the transformative Deep Learning intervention. The average meaningful comprehension ability of students in the control class increased from 273.52 to 555.19. The test results showed a t-value (26) = -3.783 with a p-value of 0.001, indicating a significant increase. However, based on the lower correlation and higher significance compared to the experimental class, this increase was not as strong as the effect observed in the experimental class. The mean score for students’ meaningful comprehension ability after the implementation of transformative deep learning was 469.26, whereas it was 273.52 previously. The test results showed a t-value (26) = -2.239 with a significance level of p = 0.034 (p < 0.05), indicating a significant improvement in students’ meaningful comprehension of the learning material following the implementation of the transformative deep learning approach.