PEMAKNAAN MAHASISWA TERHADAP PEMBELAJARAN DEEP LEARNING DALAM MENULIS ARGUMENTATIF DI PERGURUAN TINGGI

Abstract

This study examines how university students make sense of deep learning in the

process of writing argumentative essays. The research focuses on students’

experiences, their level of understanding, and their views regarding the use of this

learning approach in writing activities. A descriptive qualitative method was

employed, with participants selected purposively based on their prior involvement in

deep learning practices. Data were gathered using a questionnaire that combined

closed-ended and open-ended questions, allowing the researcher to capture both

general patterns and more detailed insights. The analysis was conducted through

several stages, including data reduction, data display, and drawing conclusions. The

findings show that most students perceive deep learning as an approach that

promotes thorough understanding, encourages active participation, and supports

the development of more organized and coherent arguments. In addition, many

students report that this approach helps them generate ideas more effectively and

improves the overall quality of their argumentative writing. Despite these positive

responses, some students still encounter challenges, particularly in grasping key

concepts and adapting to a learning process that requires greater independence

and active engagement. These difficulties suggest that not all students are equally

prepared for this type of learning environment. Overall, the study indicates that deep

learning has strong potential to enhance students’ argumentative writing skills.

However, its implementation should take into account students’ readiness, learning

habits, and individual differences to ensure more optimal outcomes.