Deep Learning-Based Teacher Performance Management in Strengthening the Character of Graduate Profiles
Article Sidebar
Page Numbers:
4257-4276
Digital Object Identifier:
10.58578/arzusin.v6i5.10744
Viewed: 52 times
Downloaded: 37 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Budiyanto Budiyanto1, Mustaqim Mustaqim2*, Sukarman Sukarman3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The transformation of education through a deep learning approach requires madrasahs not only to pursue academic achievement but also to strengthen students’ character through meaningful learning experiences. In this context, co-curricular activities serve as a strategic medium for character development; however, their effectiveness depends substantially on the quality of teacher performance management. This study aims to analyze teacher performance management in the implementation of deep learning-based co-curricular activities to strengthen the character dimensions of the graduate profile at MTs Mathalibul Huda Mlonggo. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that teacher performance management was implemented through three main stages: planning, implementation, and evaluation. During implementation, teachers functioned as facilitators, mentors, and learning companions by applying the principles of mindful learning, meaningful learning, and joyful learning. Evaluation was conducted through monitoring, supervision, reflection, and continuous improvement. Systematic teacher performance management contributed to strengthening the character dimensions of the graduate profile, particularly religiosity, integrity, responsibility, independence, collaboration, and leadership. The study concludes that deep learning-based co-curricular activities can serve as an effective instrument for character development when supported by structured and high-quality teacher performance management. These findings contribute to the discourse on madrasah-based character education and provide practical implications for improving teacher management practices in co-curricular programs.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Meykadeh S. (2027)The effect of gender on L1-L2 syntactic processing in Turkish-Persian balanced Bilinguals using fMRILanguage Related Research, 17(4), 167-202
-
Arianpour M. (2027)Assessment of Pragmatic Disorders in PersianSpeaking Adults with Acquired Brain InjuryLanguage Related Research, 17(4), 35-70
-
Naemi Z. (2027)The Relationship between Second Language Learning Strategies, Learning Engagement, and Writing Skill in the Arabic Writing CurriculumLanguage Related Research, 17(4), 331-360
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of deep learning in education: Towards mindful, meaningful, and joyful learning experiences. Journal of Deep Learning, 1(1), 47–56. https://doi.org/10.23917/jdl.v1i1.11157
Armstrong, M. (2022). Armstrong’s handbook of performance management: An evidence-based guide to performance leadership (7th ed.). Kogan Page.
Azzahra, Y., & Jaya, C. A. (2025). Pendekatan Deep Learning: Transformasi Mindful, Meaningful, dan Joyful dalam Pembelajaran Holistik. EduInovasi: Journal of Basic Educational Studies, 5(3), 769–776. https://doi.org/10.47467/edu.v5i3.9245
Berkowitz, M. W., & Bier, M. C. (2004). Research-based character education. The ANNALS of the American Academy of Political and Social Science, 591(1), 72–85. https://doi.org/10.1177/0002716203260082
Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (5th ed.). John Wiley & Sons.
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63–82. https://doi.org/10.1016/j.leaqua.2013.11.004
Dessler, G. (2020). Human resource management (16th ed.). Pearson.
Feri, M. (2025). Penerapan Pembelajaran Mendalam melalui Joyful, Meaningful, dan Mindful Learning: Tinjauan Literatur. IBTIDA-Jurnal Kajian Pendidikan Dasar, 5(2), 145–163. https://doi.org/10.33507/ibtida.v5i2.3495
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin.
Kristjánsson, K. (2015). Aristotelian character education. Routledge. https://doi.org/10.4324/9781315752747
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Mulyasa, E. (2022). Manajemen dan Kepemimpinan Kepala Sekolah. Bumi Aksara.
Muslich, M. (2022). Pendidikan Karakter: Menjawab Tantangan Krisis Multidimensional. Bumi Aksara.
Nafi’ah, S., & Faruq, M. (2025). Transformation of 21st century education through a deep learning approach in strengthening the competencies and character of students. Journal of Education and Learning Transformation, 4(1), 33–47.
Nasrudin, E., Sandi, M. K., Alfian, M. I. R., & Fakhruddin, A. (2023). Penguatan Pendidikan Karakter Religius melalui Ekstrakurikuler Keagamaan di SMA Negeri 3 Bandung. Jurnal Pendidikan Karakter, 14(1), 11–19. https://doi.org/10.21831/jpka.v14i1.55288
Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). SAGE Publications.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Ramadhan, A. (2025). The implementation of mindful, meaningful, and joyful learning in developing students’ character in the era of deep learning. Journal of Indonesian Education Innovation, 6(1), 55–70.
Siregar, R., Wahyuni, D., & Prasetyo, H. (2025). Deep learning as a new paradigm of learning to improve students’ critical and reflective thinking skills. Journal of Deep Learning, 1(2), 45–62.
Sugiyono. (2023). Metode Penelitian Kualitatif. Alfabeta.
Suparno, P. (2022). Pendidikan Karakter di Sekolah: Sebuah Pendekatan Praktis. Kanisius.
Suyitno, S., Widodo, A., & Rahmawati, D. (2023). Strengthening the religious character of students through school culture in madrasas. Journal of Islamic Religious Education, 20(2), 145–159.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.