Deep Learning Approach in Quranic Literacy: An Effort to Realize Meaningful Learning in Early Childhood Dinar Nur Inten, Dewi Mulyani, Helmi Aziz
Universitas Islam Bandung
Abstract
The rate of Quranic literacy in Indonesia remains a critical issue as of 2025, with data indicating that approximately 72.25% of Muslims are still unable to read the Quran properly. This condition reflects a low level of public interest in learning to read and deeply understand the Quran. In fact, the ability to read the Quran is a fundamental gateway for individuals to develop interest in studying and implementing its values in daily life. Therefore, introducing and teaching Quranic literacy in an enjoyable manner from an early age is essential, as it has the potential to influence children spiritual and character development in the future. This study aims to examine the effectiveness of the deep learning approach in enhancing Quranic literacy among early childhood learners, particularly in fostering meaningful, contextual, Islamic-value-based, and joyful learning experiences. The research employed a quasi-experimental method with a pretest-posttest control group design, conducted on children aged 5-6 years in several Raudhatul Athfal (RA) in Bandung Regency. Data collection techniques included observation, performance tasks, and documentation of learning activities. The findings show that the deep learning approach significantly improved children active participation, Quranic reading skills, and internalization of Islamic values in daily behavior. Children became accustomed to reciting short prayers, showing respect toward teachers and peers, and consistently practicing Islamic manners. These results suggest that deep learning is a relevant and applicable pedagogical strategy in early childhood education, particularly for strengthening comprehensive and meaningful Quranic literacy.
Keywords: Deep learning, Qur^anic literacy, meaningful learning, early childhood
