The Effect of Implementing Deep Learning and Teachers’ Pedagogical Readiness on Meaningful Learning in Islamic Religious Education at Madrasahs in West Java

Abstract

This study examines the relationship between deep learning implementation, teachers' pedagogical readiness, and meaningful learning in Islamic Religious Education (IRE) at madrasahs in West Java, Indonesia. A quantitative approach with a cross-sectional explanatory survey design was employed, involving 150 madrasah teachers selected through purposive sampling. Data were collected using a structured questionnaire with a five-point Likert scale and analyzed through multiple linear regression using SPSS version 25. The findings reveal that deep learning implementation has a positive and significant relationship with meaningful learning (β = 0.536; t = 8.607; p < 0.001), while teachers' pedagogical readiness also demonstrates a positive and significant relationship (β = 0.308; t = 4.948; p < 0.001). Simultaneously, both variables significantly explain variations in meaningful learning (F = 71.610; p < 0.001), with an R² of 0.493, indicating that 49.3% of the variance is explained by the research model. Deep learning implementation demonstrates a stronger standardized association than teachers' pedagogical readiness. These findings highlight the importance of integrating contextual, reflective, and student-centered instructional practices with adequate pedagogical competencies. The study contributes to understanding meaningful learning in Islamic education and provides practical implications for strengthening teacher professional development, instructional strategies, and authentic assessment in madrasahs.