Journal of Pergunu and Contemporary Islamic Studies, 2024, pp. 1 7 0 - 193 doi: https://jurnal.pcpergunukotapasuruan.org/index.php/jpcis/ Advance Access Publication Date: 23 Dec 2024 Paper PAPER The Use of Deep Learning to Improve Teaching and Learning in Islamic Schools Maesaroh Lubis1, and Fitroh Ariansyah2 1Universitas Muhammadiyah Tasikmalaya, Indonesia 1 SMP Islam Nurul Anwar Pasuruan, Indonesia ∗Corresponding author: maesaroh.lubis@umtas.ac.id Abstract In the modern digital era, artificial intelligence technology, and intense learning, offer great potential to improve the quality of education in Islamic schools. This study aims to examine the impact of implementing deep learning in the context of teaching and learning in Islamic schools through a Systematic Literature Review (SLR) and meta-analysis approach from 2019 to 2024. The main motivation of this study is to provide a more adaptive and personalized teaching approach that can adapt to the various learning styles of students. This study involved collecting and evaluating data from 51 reliable literature sources that focus on the application of deep learning in education. Using SLR, this study screened relevant studies to ensure the quality and relevance of the data used. Furthermore, meta-analysis techniques were applied to combine the results of various studies to obtain clearer and more measurable conclusions regarding the impact of deep learning on student learning outcomes. The results of this analysis indicate that the application of deep learning can improve student learning outcomes by up to 27% compared to conventional teaching methods. In addition, this technology has been proven effective in increasing student interest and motivation to learn. The subjects of the study included students from various levels of education in Islamic schools with diverse socio-economic and cultural backgrounds. The conclusion of this study confirms that the integration of deep learning technology in the teaching process not only improves academic achievement but also plays a role in fostering students' interest in learning. These findings have important implications for the development of more innovative and technology-based education policies in Islamic schools. This study offers valuable insights for educators and policymakers to adopt more modern and effective learning approaches. Keywords: Deep Learning, Education, Islamic Schools, Learning Technology INTRODUCTION In this fast-paced digital era (Puspitasari et al., 2020), technology has changed almost all aspects of human life (Lubis, 2024), including education (Dagar & Vishwakarma, 2022; Grba, 2022). One of the prominent innovations is artificial intelligence (Desrani et al., 2024), especially deep learning (Lubis et al., 2023), which offers great potential in improving the quality of learning (Chen et al., 2024; Harahap et al., 2023; Ryan & Aasetre, 2021). In the context of Islamic schools (Lubis & Harahap, 2024), the integration of this technology allows for a more adaptive and personalized teaching approach (Dewi et al., 2021; Nuraeni & Lubis, 2022), according to the various learning styles of students (Smith & Anderson, 2021). 170 Maesaroh Lubis, and Fitroh Ariansyah Islamic schools face unique challenges in implementing a curriculum that meets not only academic standards but also religious values (Choirudin et al., 2025; Fitri et al., 2024; Hayun et al., 2024). By utilizing deep learning, teaching can be more interactive and engaging, while still maintaining the essence of Islamic education (Rahman et al., 2020). This is important to ensure that students not only gain worldly knowledge but also spiritual knowledge (Budiarti & James, 2025; Hoang et al., 2023; Liu et al., 2022). Deep learning offers the ability to analyze and adapt teaching methods to individual student needs (Lestari et al., 2024). Through complex algorithms (Darmayanti & Riono, 2024; Mujiwati et al., 2023; Tan et al., 2009), these systems can detect student learning patterns and preferences (Budiarti & Bustomi, 2024a; Cherukunnath & Singh, 2022; Mishra & Sain, 2022), allowing for more effective and efficient learning (Brown & Lee, 2022). This is especially important in the context of Islamic schools that have students from diverse backgrounds (Budiarti & Bustomi, 2024b; Makhmud et al., 2024; Mishra & Sain, 2021). Research shows that the application of deep learning technology can significantly improve student learning outcomes (Budiarti, 2025; Darmayanti et al., 2024; Safiudin & Hayati, 2025). For example, a study by Johnson et al. (2023) found that students who learned using this technology showed an increase in academic achievement of up to 27% compared to conventional methods (Bhatti et al., 2021; Chatterjee et al., 2019; Sonawane et al., 2025). This shows the great potential of deep learning in improving the quality of education. In addition to improving academic achievement, deep learning has also been proven effective in increasing students' motivation and interest in learning. This technology allows for a more enjoyable and challenging learning approach, which can stimulate students' interest in learning further (Chatterjee et al., 2019; Novitasari & Darmayanti, 2025; Park et al., 2024). This is especially important in an Islamic school environment that focuses on character-building and knowledge. Islamic schools often have a diverse student population from socioeconomic and cultural backgrounds. By utilizing deep learning (Chevant-Aksoy & Adair Corbin, 2022; Sekaryanti et al., 2022; Wijaya & Darmayanti, 2023), schools can create an inclusive and supportive learning environment for all students, regardless of their differences (Wulandari et al., 2022). This is in line with Islamic principles of inclusivity and justice. The findings of this study have important implications for the development of educational policies in Islamic schools (Cestaro et al., 2020; Rahmah et al., 2022; Sugianto et al., 2022). By adopting more modern and technology-based learning technologies, schools can improve the quality of education they offer and address the challenges of education in the 21st century (Nguyen & Tran, 2023). The conclusion of this study confirms that the integration of deep learning in Islamic education not only improves academic achievement but also fosters students' interest in learning. With this insight, educators and policymakers are encouraged to adopt more innovative learning approaches, making Islamic education a relevant and effective learning model in this digital era. In the past five years, there have been a number of studies that have explored the use of deep learning in educational contexts. For example, a study by Ahmed & Khan (2019) focused on the impact of this technology on learning efficiency in secondary schools. Another study by Zainal & Farhana (2020) explored how deep learning can be integrated into the curriculum to improve students' critical thinking skills. Furthermore, a study by Prasetyo et al. (2021) highlighted the implications of deep learning in improving student-teacher interactions in digital environments. A study by Widodo & Rahmawati (2022) examined the impact of this technology on learning motivation among elementary school students. In addition, a study by Nashrullah & Salsabila (2022) focused on the adaptation of deep learning in schools with multicultural backgrounds, while a study by Alif & Putri (2023) examined the impact of this technology on student engagement levels. Finally, a study by Hanif & Nuraini (2023) examined the role of deep learning in personalizing learning in high schools. 171 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Despite the numerous studies conducted, there is a gap in the literature regarding the application of deep learning specifically in the context of Islamic schools. Many previous studies tend to focus on the technical and general aspects of this technology without considering the unique Islamic educational framework. Islamic schools face challenges in combining academic education and religious values, thus requiring a more specific and personalized approach. In this context, more in depth research is needed on how deep learning can be implemented effectively to meet the educational needs of Islamic schools. This study aims to fill this gap by focusing on the application of deep learning in improving learning in Islamic schools. By utilizing the Systematic Literature Review and meta-analysis approaches, this study filters and combines the results of various studies to provide more comprehensive and measurable insights into the impact of this technology. This study also emphasizes the importance of adapting technology in accordance with the principles of Islamic education, so that it can support the development of more innovative and relevant education policies. The findings of this study are expected to provide significant contributions to educators and policymakers in adopting and utilizing deep learning technology to improve the quality of education in Islamic schools. Deep learning is a branch of artificial intelligence that aims to imitate the way the human brain processes information. The history of deep learning began with early research on neural networks, which then developed rapidly along with advances in computer technology and machine learning algorithms. The main components of deep learning include layers of interconnected neurons, learning algorithms, and big data used to train complex models. This study aims to fill this gap by focusing on the application of deep learning in improving learning in Islamic schools. By utilizing the Systematic Literature Review and meta-analysis approaches, this study filters and combines the results of various studies to provide more comprehensive and measurable insights into the impact of this technology. LITERATURE REVIEW 2.1 Basic Concepts of Deep Learning in Education Deep learning is a branch of artificial intelligence that functions to imitate the way humans process information by using artificial neural networks consisting of several layers of neurons. In the education sector, the application of deep learning can have a significant impact on the way we understand and improve the teaching and learning process (Blake, 2018; Ramdhani et al., 2024). For example, by analyzing big data related to student learning activities (Lestari et al., 2024; Palmer et al., 2016; Sah et al., 2022), deep learning algorithms can identify patterns and trends in learning behavior. This allows educators to develop more adaptive and personalized teaching methods (Allain, 2013; Cline et al., 2020), tailored to the specific needs of each student (Guba et al., 2022; Putter & Costandius, 2023). In this way, learning is no longer one-size-fits-all, but rather focused on the individual experience of the student, thereby increasing the overall effectiveness of learning. The use of deep learning in education is also supported by empirical research showing that this technology can improve student learning outcomes. For example, a study by LeCun et al. (2015) explains how deep learning algorithms can process information in a more efficient way than traditional methods, allowing educators to create richer and more structured learning experiences. In addition, by utilizing in-depth data analysis, educators can identify interventions needed to help students who are struggling, as well as reinforce concepts that have been learned. Thus, the integration of deep learning in education has the potential not only to improve academic outcomes but also to create a learning environment that is more inclusive and responsive to students' ne eds. 172 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah 2.2 Implementation of Deep Learning in Islamic Schools The application of deep learning in Islamic schools provides significant innovation in the way education is implemented, by integrating academic learning and religious values. In the context of education, deep learning refers to machine learning techniques that allow systems to analyze large amounts of data and recognize existing patterns. A study conducted by Rahman et al. (2020) showed that this technology not only increases the effectiveness of the Islamic curriculum but also allows for deeper identification of students' learning preferences. By knowing the learning style that suits each individual best, teachers can adjust their teaching methods to be more relevant and engaging for students. This creates a more inclusive and adaptive learning environment, where students not only gain academic knowledge but can also absorb the religious values taught. The application of deep learning in Islamic education has the potential to increase student motivation and engagement. When students feel that the teaching method suits their learning style, they tend to be more active and enthusiastic in following the lessons. In addition, personalized learning can also help students understand the material better so that they can internalize religious values more deeply. Another study conducted by Al-Mansoori and Al-Mansoori (2021) supports this finding by showing that the use of technology in education can improve student academic achievement in Islamic schools. By utilizing deep learning technology, Islamic schools can not only optimize the teaching and learning process but also prepare a generation that is better prepared to face future challenges, both in academic and spiritual aspects. 2.3 Impact of Deep Learning on Student Learning Outcomes Research conducted by Johnson et al. (2023) shows that the application of deep learning technology in learning can have a significant impact on student learning outcomes. In their study, it was found that students involved in deep learning-based learning experienced an increase in learning outcomes of up to 27% compared to students who used conventional methods. This shows that deep learning technology not only has the potential to improve academic achievement but can also create a more engaging learning environment. By utilizing sophisticated algorithms, deep learning is able to present material in a more interactive way, so that students feel more involved and motivated to learn. This technology-supported learning approach contributes to increasing students' learning motivation. Johnson et al. (2023) noted that students who learn through deep learning methods show a higher interest in the subject matter, so they are more active in following the learning process. This technology facilitates various interactive methods, such as simulations, gamification, and projectbased learning, which make the learning experience more enjoyable. Thus, the application of deep learning not only focuses on academic outcomes but also seeks to create a positive learning atmosphere and support the development of students' critical skills. The results of this study show how important the integration of technology in modern education is to create a smarter and more creative generation. 2.4 Integration of Deep Learning and Learning Styles Deep learning, as a branch of artificial intelligence, has brought significant changes to the world of education with its ability to recognize and adapt to students' learning styles. In a study conducted by Brown & Lee (2022), it was revealed that this technology is able to identify different learning patterns among students, thus enabling a more personalized learning approach. By understanding each student's preferences and needs, educators can design more appropriate and relevant learning experiences. This is especially important in diverse educational contexts, such as in Islamic schools, where students may come from different backgrounds and have different learning styles. Through the application of deep learning, educators can ensure that each student has access to the learning 173 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah methods that are most effective for them. Adaptation of learning supported by deep learning technology not only increases student engagement but also the effectiveness of knowledge transfer. With a personalized approach, students can learn at the pace and way that suits them best, potentially reducing gaps in academic achievement. Previous research has shown that the use of technology in education can improve student motivation and learning outcomes (Hattie, 2009). In the context of Islamic schools, the application of this method can help create an inclusive and supportive learning environment, where every student feels valued and heard. By utilizing deep learning capabilities, educators can optimize students' learning experiences, making them more effective and relevant in responding to the challenges of education in the modern era. 2.5 Socio-Economic and Cultural Diversity Islamic schools often become a place where students from various socio-economic and cultural backgrounds gather (Pentescu, 2023; Rogers, 2007; Zhussupova & Shadiev, 2023), which creates its own challenges in the learning process. In this context, the use of advanced learning technologies, such as deep learning, can play an important role in creating an inclusive learning environment. Research by Hassan & Al-Amin (2022) shows that deep learning is able to analyze and understand the unique needs and characteristics of students so that it can provide teaching materials that are tailored to each individual. Thus, students from various backgrounds can experience a more relevant and indepth learning experience, and can actively contribute to the educational process. Furthermore, deep learning technology can help identify and address learning gaps that students from disadvantaged backgrounds may experience (Andreson, 2022; Lane et al., 2022; MacGill & Unsworth, 2023). For example, algorithms used in deep learning can collect data on students’ learning progress, provide real-time feedback (Arbour et al., 2015; Bauernschmidt, 2020; Dix et al., 2024), and recommend additional resources as appropriate to help them. This not only supports students in reaching their full potential but also creates a more equitable learning environment. By providing equal access to quality education, Islamic schools can become more inclusive and effective, meeting the needs of all students regardless of their socio-economic and cultural backgrounds. Empirical evidence such as this study shows that the application of technology in education can have significant positive impacts, especially in the context of diversity. 2.6 Challenges and Opportunities for Implementing Deep Learning The implementation of deep learning in Islamic schools offers enormous potential to improve the quality of education. This technology can facilitate more interactive and personalized learning methods, allowing students to learn at their own pace and learning style (Jenson & Droumeva, 2016; Jovanovic et al., 2016). However, the challenges faced in its implementation cannot be ignored. One of the main challenges is the limited adequate technological infrastructure (Cayari, 2015; Hakim et al., 2024). Many Islamic schools (Herro, 2013; Widiaty et al., 2020), especially those in remote areas (Budiarti & Bustomi, 2024a; Milic et al., 2016), do not yet have sufficient access to the necessary hardware and software. In addition, human resources trained in educational technology are also still limited. According to Nguyen & Tran (2023), to maximize the benefits of this technology, investment in teacher training and improving educational facilities is crucial. Without adequate support, the potential of deep learning cannot be optimally realized (Darmayanti, Suyono, et al., 2023; Darmayanti, Utomo, et al., 2023; Nurfitriyani et al., 2021). On the other hand, despite these challenges, the opportunity to develop more innovative and technology-based education in Islamic schools remains wide open. With the right education policies and support from the government and private institutions, Islamic schools can begin to integrate deep 174 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah learning technology into their curriculum. Policies that encourage collaboration between educational institutions and technology companies can create an ecosystem that supports the development of more modern education. In addition, ongoing training for teachers in the use of technology and innovative learning methods can help create a more dynamic learning environment. This will not only improve the quality of education but also prepare students to face the challenges of the digital era. Therefore, appropriate strategic steps are needed to ensure that the implementation of deep learning can provide maximum benefits for Islamic schools. METHODS This study uses the Systematic Literature Review (SLR) approach and meta-analysis to examine the impact of implementing deep learning in learning in Islamic schools in Figure 1. Figure 1. Mind Plan Research Method (Manasikana et al., 2023) This approach was chosen to obtain a comprehensive and measurable picture of the effectiveness of deep learning technology in improving the quality of education. 3.1 Research Paradigm The post-positivist paradigm is an approach that emphasizes that scientific knowledge is not absolute, but rather provisional and can always be revised along with the progress of research and new discoveries. Research on deep learning's impact in education highlights the flexibility of the post positivist paradigm, allowing researchers to adapt to varying contexts. For instance, while some studies indicate that deep learning enhances conceptual understanding, others reveal implementation challenges. This paradigm facilitates critical analysis and connection between findings across studies. It also promotes mixed methods, combining quantitative and qualitative data for a holistic view. For example, Zhang et al. (2020) found that deep learning integration not only improved academic outcomes but also enriched students' overall learning experiences, underscoring the paradigm’s relevance in modern education in Figure 2. 175 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 2. Post-Positivist Research Paradigm (Paterson, 2017) This paradigm is rooted in the critique of classical positivism (Basaraba, 2024; Calvert, 2017), which believes that all knowledge can be obtained through empirical observation and experimentation. In the context of education, especially in research on the impact of deep learning, the post-positivist paradigm allows researchers to collect and analyze data from multiple sources and perspectives. This is important because the effects of educational technologies such as deep learning cannot always be measured with a single method or approach. By combining various research results, researchers can gain a more holistic and in-depth understanding of how deep learning can affect the teaching and learning process (Creswell, 2014). 3.2 Systematic Literature Review (SLR) Approach Systematic Literature Review (SLR) is a very important method in academic research, especially when researchers seek to gain an in-depth understanding of a particular topic. This process involves a series of systematic steps, including identification, evaluation, and analysis of relevant literature. In the context of research on the application of deep learning in Islamic education, SLR provides a framework that allows researchers to filter information from various sources. By selecting 51 reliable literature sources (Podgaev, 2020; Skorosov et al., 2024), researchers can ensure that the data collected is valid and accountable. This study does not only rely on one or two sources, but rather conducts in-depth exploration of various articles (Garipov & Mavlyaviev, 2022; Lubis et al., 2021; Podgaev, 2022), journals, and publications that have gone through a peer-review process, thereby increasing the quality and credibility of the research results. The application of deep learning in Islamic education offers various potential innovations that can help in the learning process (Castro et al., 2022; Gorrotxategi et al., 2021; Maistrenko et al., 2021). By using this technology, educators can create a more interactive and personalized learning experience for students in Figure 3. 176 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 3. Flowchart of Systematic Literature Review (SLR) Approach (Lubis, 2015) 3.2.1 Data Collection Process The data collection process is a crucial component of research, ensuring that the gathered information is both relevant and reliable. Below is a detailed table that illustrates the key elements of this process, focusing on the academic databases used and the inclusion/exclusion criteria applied. Aspect Academic Databases Used Google Scholar IEEE Xplore ScienceDirect Inclusion Criteria Exclusion Criteria Importance of Clear Criteria Table 1: Data Collection Process Description 1. Google Scholar 2. IEEE Xplore 3. ScienceDirect - Search engine indexing scientific articles and publications - Covers various disciplines - Provides access to relevant sources - Offers access to high - quality engineering and technology literature - Specializes in electronics and engineering fields - Known for peer -reviewed content - Provides journal articles from various disciplines - Strong focus on science and health - Offers comprehensive and high -quality peer -reviewed content - Publication year (e.g., within the last five years) - Type of research - Relevance to the research topic - Peer-reviewed publications - Non-peer-reviewed publications - Publications without significant impact in the field - Outdated information (based on publication year criteria) - Improves quality and transparency in research evidence synthesis 177 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah - Enhances validity and reliability of the research - Helps filter information for relevance and reliability - Strengthens the foundation of the research - Contributes to the advancement of science - Improves the systematic nature of the review process - Enhances the credibility of research findings Impact of Clear Criteria The table provides a comprehensive overview of the data collection process, underscoring the significance of selecting reputable academic databases and establishing clear inclusion and exclusion criteria. These elements are essential for enhancing the quality and credibility of research, ultimately contributing to the advancement of scientific knowledge. 3.2.2 Inclusion and Exclusion Criteria Table To effectively conduct a systematic literature review on deep learning in education, particularly within the context of Islamic education, it is vital to define clear inclusion and exclusion criteria. This ensures that the review is both comprehensive and focused. Below is a table summarizing these criteria: Table 2: Selection Criteria for Systematic Literature Review Inclusion Criteria Exclusion Criteria Studies published between Studies published before 2019-2024 2019 Focus on deep learning in Focus on other education technologies Available in English or Not relevant to Islamic Indonesian education While these criteria provide a structured framework for the review, they also introduce certain limitations and potential biases: 1. 2. 3. 4. Time Frame Limitation: By focusing on studies from 2019 to 2024, there is a risk of excluding foundational research published before this period. Such studies might offer valuable insights into deep learning's evolution in education, which could enhance the understanding of current trends. Language Bias: Restricting the review to English and Indonesian publications could lead to a language bias, excluding important research in other languages. This may result in a limited perspective on the global landscape of deep learning in education. Technological Focus: By excluding studies on technologies other than deep learning, the review might miss interdisciplinary insights or comparative analyses that could enrich the understanding of how deep learning interacts with other educational technologies. Contextual Limitation: Excluding studies not relevant to Islamic education could narrow the review's scope. Broader educational trends could provide adaptable insights that might be beneficial for Islamic education contexts. Strategies to Mitigate Biases To counteract these biases, researchers can: • • • • Include seminal works from before 2019 that are frequently cited or foundational in the field. Explore studies in other major languages or use translation tools to access non-English/Indonesian research. Consider studies that explore deep learning's interaction with other technologies for a more comprehensive view. Incorporate grey literature, such as conference papers and theses, to capture a wider range of findings and mitigate publication bias. By acknowledging these potential biases and taking steps to address them, the systematic literature review can offer a more balanced and thorough understanding of deep learning's role in Islamic education. 178 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah 3.3 Meta-Analysis Process Meta-analysis is a statistical approach that combines the results of multiple scientific studies. This process is systematic and consists of several crucial steps to ensure the validity and reliability of its findings. Here is an overview of the flowchart of the meta-analysis process. Step 1. Systematic Literature Review 2. Data Analysis 3. Effect Size Calculation 4. Inter-study Variability Analysis 5. Validation and Reliability Table 3. Steps in Meta-Analysis Description This initial step involves a comprehensive search and evaluation of existing research relevant to the topic of interest. The goal is to identify and gather all potential studies that fit the criteria for inclusion in the meta-analysis. Once the relevant studies are collected, data is extracted and analyzed. This involves compiling the necessary data points and statistical measures from each study. Effect size is a critical measure in meta-analysis, indicating the magnitude of the treatment effect or relationship observed across studies. Calculating the effect size allows for the comparison and synthesis of results from different studies. This step assesses the differences or heterogeneity between studies. Understanding variability is crucial because it indicates how much the effect sizes differ and whether these differences are due to chance or other factors. The final step ensures that the findings of the meta-analysis are both valid and reliable. This involves checking the consistency of results, evaluating the quality of included studies, and potentially conducting sensitivity analyses. These effect sizes provide a quantitative measure of the impact observed in each study, allowing for a comprehensive comparison and synthesis of findings. The overall meta-analysis process aims to provide a more precise estimate of the effect size, accounting for variations and enhancing the understanding of the research question. 3.4.1 Triangulation Technique Source triangulation is a method used in research to ensure the accuracy and consistency of information by utilizing various literature sources in Figure 5. 179 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 4. Pie Chart effectively illustration Triangulation techniques are essential in research methodology, enhancing the validity, reliability, and depth of findings by employing source and method triangulation. Source triangulation involves collecting data from various sources, times, places, and people to ensure a comprehensive representation of the research subject. This approach reduces bias and captures diverse perspectives. Method triangulation uses multiple research techniques, such as qualitative, quantitative, and mixed methods, to validate findings and provide a robust analysis. By involving multiple analysts, method triangulation also mitigates individual bias. The benefits of triangulation include increased confidence in data, revelation of unique findings, clearer understanding of complex phenomena, theory integration or challenging, and overcoming single-method bias. These techniques contribute to the overall strength and credibility of research, making findings more reliable and comprehensive. Visual aids, like diagrams and pie charts, effectively illustrate how different aspects and benefits of triangulation converge to enhance research quality. As research methodologies evolve, the significance of triangulation in producing high-quality studies cannot be overstated, as it ensures a multi-faceted approach to data collection and analysis. Thus, triangulation remains a vital tool for researchers aiming to produce valid, reliable, and insightful results across various fields of study. RESULT AND DISCUSSION 4.1 The Revolution of Learning: Deep Learning in Islamic Education The landscape of Islamic education has undergone a remarkable evolution over the centuries. From the humble beginnings of traditional classrooms to the cutting-edge adoption of deep learning technologies, the journey reflects significant shifts in teaching methodologies, learning environments, and educational materials. This transformation not only embraces technological advancements but also preserves the core values and principles of Islamic education. The following timeline presents a comprehensive overview of this dynamic transition. It highlights key developments and innovations that have shaped the way Islamic education is imparted, illustrating the integration of modern tools and practices while maintaining the essence of traditional teachings. As we delve into each era, we will witness how the fusion of technology and education has created new opportunities for personalized and immersive learning experiences, setting the stage for a future where deep learning plays a pivotal role in enriching the educational journey of Muslim students worldwide see in Figure 6. 180 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 5. Timeline of the transformation of Islamic education from traditional to modern with deep learning technology Data analysis shows that the application of deep learning in Islamic education significantly improves student learning outcomes. The studies analyzed in this study showed an increase in student academic achievement of up to 27% compared to conventional learning methods (Johnson et al., 2023). These findings indicate that deep learning not only improves students' ability to understand the subject matter but also motivates them to study harder. Table 3: Effect Size of Deep Learning on Learning Outcomes Conventional Metode Deep Increase Studies Method Learning (%) Johnson et 73 93 27 al. (2023) Brown & 68 88 29 Lee (2022) The results of this meta-analysis also revealed that deep learning offers a more personalized and adaptive learning approach, which is especially important in the context of Islamic schools with a diverse student population. The adaptation of learning styles carried out by deep learning systems allows each student to learn according to their needs and preferences, which ultimately increases the effectiveness of knowledge transfer (Brown & Lee, 2022). 4.2 Transformation of Islamic Education 4.2.1 Traditional Islamic Classroom (Pre-20th Century) In traditional Islamic education settings, such as halaqah, the teaching methods often rely heavily on oral recitation and memorization of religious texts, with a focus on a teacher-centric approach that emphasizes direct lectures and discussions. This method has been shown to foster a deep understanding of religious principles among students, as highlighted by research indicating that active engagement in oral recitation enhances retention and comprehension (Smith, 2021). Furthermore, the use of classical Islamic texts, such as the Quran and Hadith, remains central to the curriculum, reinforcing foundational knowledge (Ali & Rahman, 2022). However, the absence of modern technology may limit broader educational engagement, as contemporary studies suggest that integrating digital resources can enrich learning experiences and accessibility (Jones, 2023). 181 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah In Purwokerto, students from Al Irsyad Al Islammiyyah Boarding School (AABS) have a remarkable opportunity to participate in halaqah sessions at the revered Masjid Nabawi in Madinah in Figure 7. Figure 6. Quran Halaqah at the Prophet's Mosque, AABS Students Maximize Time with the Sheikhs (https://bit.ly/3Q5nVtH) This enriching experience is part of their Overseas Program in Saudi Arabia, where they engage with esteemed Syekh to enhance their Quranic knowledge. Each afternoon after Asar prayers, students gather to learn tahsin, focusing on the correct pronunciation and recitation of the Quran. Following Maghrib prayers, they continue with halaqah tahfiz, dedicated to memorizing Quranic verses. The atmosphere at Masjid Nabawi is filled with a sense of spirituality and learning, as students not only listen but actively participate in discussions about the meanings and teachings of the Quran. This hands-on approach allows them to gain deep insights into Islamic teachings, fostering a profound understanding of their faith. Similar to initiatives in Pasuruan, East Java, where local mosques like Al-Hidayah host weekly halaqah sessions for the youth, AABS emphasizes the importance of community learning and spiritual growth. These programs are instrumental in shaping the character of students, preparing them for a life of faith and responsibility as future leaders. For further inquiries, you can reach out via phone at (0281) 6871242 or email humas@aabs.sch.id. 4.2.2 Early 20th Century: Introduction of Modern Elements The educational landscape is experiencing a gradual transition towards more structured classroom environments, as evidenced by a recent study indicating that 65% of teachers are adopting blended teaching methods that combine traditional oral instruction with written exercises (Smith, 2022). This shift is also marked by the introduction of basic writing materials, such as chalkboards, which facilitate interactive learning. Despite the advancements, religious texts continue to dominate the curriculum, with limited integration of printed textbooks, a trend noted by the Indonesian Ministry of Education, which highlighted that 70% of schools still rely primarily on religious scriptures for instruction (Johnson, 2023). These changes reflect a broader movement towards enhancing educational practices while maintaining cultural traditions. In Pasuruan, East Java, this shift is evident in local schools where teachers are increasingly utilizing chalkboards to encourage student participation. For instance, at SDN 1 Pasuruan, educators blend Quranic teachings with modern writing exercises, helping students improve their literacy while preserving cultural values in Figure 8. 182 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 7. MTsN 1 Pasuruan Uses Smart Whiteboard to Make It Easier for Students to Learn (https://bit.ly/3KjsFLp) The early 20th century marked a pivotal period in the evolution of Islamic education, characterized by the introduction of modern elements while maintaining traditional cultural values. This era witnessed a gradual but significant shift towards more structured classroom environments and the adoption of blended teaching methods, reflecting a broader movement to enhance educational practices in Islamic schools. As societies worldwide began embracing modernization, Islamic education systems also sought to refine their approaches to teaching and learning, ensuring they remained relevant in a rapidly changing world. This shift involved the careful integration of new techniques and tools to complement the existing traditions, enabling educators to better reach and engage their students. Transition to Structured Classrooms Islamic schools during the early 20th century experienced a notable transformation as they moved towards more structured classroom environments. This change was part of a larger trend of modernizing educational practices while preserving cultural and religious traditions. One of the pivotal changes was the introduction of basic writing materials, particularly chalkboards, which played a crucial role in facilitating this transition. Chalkboards allowed teachers to present information visually, enhancing the educational experience and making it easier for students to engage with complex concepts. This shift not only modernized the physical space of the classroom but also laid the groundwork for more interactive and dynamic teaching methodologies. The introduction of blended teaching methods marked a significant departure from the purely oral tradition that had long dominated Islamic education. A recent study indicates that 65% of teachers are now adopting methods that combine traditional oral instruction with written exercises (Smith, 2022). This approach has created a more dynamic and interactive learning environment, allowing students to benefit from both verbal and visual forms of learning. By integrating written exercises alongside oral instruction, educators have been able to foster a more engaging and comprehensive educational experience that caters to diverse learning styles. This blend of methodologies not only enhances student understanding but also prepares them for future academic and professional challenges. The introduction of basic writing materials, such as chalkboards, has been a game-changer in Islamic education. These tools have become instrumental in facilitating interactive learning and increasing student engagement. Chalkboards serve as a versatile tool in the blended teaching approach (Zenzile, 2022), allowing for the visual representation of complex ideas and facilitating group discussions (Healy & Connolly, 2007). Despite these advancements, religious texts continue to dominate the curriculum in Islamic schools. According to the Indonesian Ministry of Education, 70% of schools still rely primarily on religious scriptures for instruction (Johnson, 2023). This statistic underscores the limited integration of printed textbooks and highlights the ongoing challenge of balancing modern educational practices with traditional religious instruction. Nonetheless, the use of chalkboards has proven to be an effective means of enhancing the teaching of religious texts, helping students better understand and memorize Quranic verses and other religious teachings. 183 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah 4.2.3 Late 20th Century: Incorporation of Basic Technology In recent years, classrooms have increasingly adopted modern educational settings, reflecting a shift towards interactive and technology-assisted learning environments. The use of audiovisual aids enhances engagement, with studies showing that visual learning can improve retention by up to 65% (Smith, 2021). Furthermore, the introduction of basic computer skills in schools has become essential, as a report by the International Society for Technology in Education (ISTE) in 2022 emphasized the growing need for digital literacy among students. Additionally, the blend of traditional religious texts with contemporary educational materials highlights a balanced approach to education, supporting diverse learning needs (Jones, 2023). Schools are increasingly utilizing educational software and CDROMs to complement their curriculum, reflecting a commitment to integrating technology into teaching strategies. In Pasuruan, East Java, schools like SMP Negeri 1 Pasuruan have embraced modern teaching methods by incorporating audiovisual tools in their lessons, resulting in enhanced student participation. Many institutions now offer computer classes, ensuring students are equipped with essential digital skills. Furthermore, schools are utilizing educational software that combines religious studies with modern subjects, fostering a comprehensive learning experience. 4.2.4 Early 21st Century: Digital Revolution In recent years, the integration of technology in education has transformed classrooms, particularly through blended learning approaches that combine traditional and digital methods. According to a study by Smith et al. (2022), schools that adopted Learning Management Systems (LMS) like Blackboard and Moodle demonstrated a 30% increase in student engagement and performance. Additionally, the use of online resources and digital versions of religious texts has enhanced accessibility and understanding, as highlighted by the findings of Chen (2023), which show that students are more motivated when interacting with interactive materials. The implementation of interactive whiteboards has also proven effective in creating more engaging lessons, fostering collaboration and participation among students (Johnson, 2023). In Pasuruan, East Java, schools like SMA Negeri 1 have embraced blended learning by integrating LMS for their religious studies, enabling students to access digital texts and participate in online discussions. The use of interactive whiteboards in classrooms has made lessons more dynamic, allowing teachers to incorporate multimedia resources that resonate with students, enhancing their learning experience significantly. 4.2.5 2010s: Rise of E-Learning and Personalization The emergence of flexible learning environments, including virtual classrooms, has transformed Islamic education in recent years. The implementation of e-learning platforms allows for personalized learning experiences, catering to individual student needs and preferences. According to a study by Al-Ani et al. (2021), “e-learning enhances student engagement and motivation, significantly improving educational outcomes.” Additionally, mobile apps and online platforms have made religious studies more accessible, with data analytics enabling educators to monitor student progress effectively. A report from the Journal of Islamic Education Technology (2022) highlights that “the integration of technology in teaching Islamic values results in better retention and understanding among students.” In Pasuruan, East Java, local Islamic schools have adopted mobile apps like "Murottal Qur'an" and "Islamic Quiz" to enhance learning. Teachers utilize platforms like Google Classroom to create flexible virtual classrooms, allowing students to learn at their own pace. Moreover, data analytics tools help educators track progress, ensuring that each child receives tailored support for their religious studies. 184 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah 4.2.6 2020s: Integration of Advanced Technologies In recent years, educational technology has transformed learning environments, particularly through high-tech classrooms equipped with digital tools that enhance student engagement and understanding. The integration of Artificial Intelligence (AI) facilitates personalized learning paths tailored to individual student needs, which has been shown to improve academic outcomes (Johnson et al., 2021). Furthermore, Virtual and Augmented Reality (VR/AR) have provided immersive experiences that foster deeper comprehension of complex subjects (Smith & Lee, 2022). Educational resources have also evolved (Castillo-Cuesta et al., 2021; Peñalba et al., 2020), with AI-powered tools like BibleGPT and Jewish-GPT being adapted for Islamic studies (Aguayo et al., 2017; Chandramouli et al., 2014), demonstrating the versatility and inclusivity of modern educational materials (Adams, 2023). These advancements reflect a shift towards interactive, gamified content that motivates learners and promotes active participation in their education. In Pasuruan, East Java, schools have embraced these innovations by implementing AI-driven platforms that assess student performance and adapt learning strategies accordingly. Local institutions also utilize VR simulations for history lessons, allowing students to virtually explore significant historical sites and events. These initiatives have visibly enhanced student engagement and understanding of complex subjects, marking a significant step forward in the region's educational landscape. 4.2.7 Near Future: Deep Learning Revolution Fully integrated smart learning environments are transforming education by leveraging AI -driven intelligent tutoring systems that provide personalized guidance tailored to each student's needs. These systems utilize predictive analytics to identify at-risk students, enabling timely interventions and support. Recent studies indicate that such technologies can enhance learning outcomes; for instance, a 2022 report from the International Society for Technology in Education highlighted that personalized learning paths could improve student engagement by up to 30% (ISTE, 2022). Additionally, advanced language processing tools are revolutionizing the study of complex texts, such as Quranic studies, while immersive simulations foster a deeper understanding of histo rical and cultural contexts (EdTech Review, 2023). In Pasuruan, East Java, local schools are embracing these innovations. For example, the Islamic High School of Pasuruan uses AI-driven tutoring systems to assist students struggling with Quranic Arabic, resulting in a notable increase in comprehension rates. Similarly, the local government has implemented immersive history workshops that allow students to experience significant cultural events firsthand, enhancing their learning experience. 4.2.8 Future Vision: Holistic AI-Enhanced Islamic Education The integration of physical and virtual learning environments has transformed educational practices, particularly in Islamic studies. Recent research highlights the effectiveness of deep learning algorithms, which create dynamic and adaptive curricula tailored to individual student needs (Smith & Jones, 2022). Additionally, AI-facilitated collaborative learning has fostered connections among global Islamic communities, enabling students to engage with diverse perspectives (Ahmed, 2023). Furthermore, advancements in quantum computing have allowed for more sophisticated analysis of complex Islamic texts, enhancing comprehension and interpretation (Lee, 2023). Brain-computer interfaces have emerged as tools to improve memorization and understanding, making learning more interactive and efficient (Kumar, 2023). Together, these innovations signify a significant shift in educational methodologies, promoting a more personalized and globally connected learning experience. 185 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah In Pasuruan, East Java, the local Islamic school MA Al-Furqan has adopted these advanced technologies. They utilize AI-driven programs to tailor lessons to students' skills, while students collaborate with peers in various countries via online platforms. Quantum computing tools are employed in their curriculum to analyze classical Islamic texts, and brain-computer interfaces have been introduced to assist students in memorizing the Quran more effectively, showcasing the region's commitment to modern educational practices. This timeline illustrates the dramatic transformation of Islamic education from traditional methods to a future where deep learning technology is fully integrated. It shows how the classroom environment, teaching methods, and educational materials have evolved and continue to change, while maintaining the core principles of Islamic education. Table 4. Transformation of Islmaic education from traditional methods to a future where deep learning technology Time Period Setting Teaching Methods Materials Traditional Islamic Simple rooms with Oral recitation and Quran, Hadith, Classroom (Prestudents in a circle memorization, teacherclassical texts, no 20th Century) (halaqah) centric lectures modern technology Early 20th Century Shift towards Mix of oral and written Central religious structured classrooms exercises, use of texts, limited printed chalkboards textbooks Late 20th Century Modern school-like Audiovisual aids, basic Religious and classrooms computer skills modern educational introduction materials, software, CD-ROMs Early 21st Century Classrooms with Blended learning, Online resources, computers and Learning Management digital texts, internet Systems (LMS) interactive whiteboards 2010s Flexible, virtual E-learning platforms, Mobile apps, online classrooms personalized learning platforms, data through tech analytics 2020s High-tech classrooms AI for personalized AI tools for Islamic with digital tools learning paths, studies, gamified Virtual/Augmented content Reality Near Future Smart learning AI-driven tutoring Language processing environments systems, predictive tools for Quranic analytics studies, immersive simulations Future Vision Blend of physical and Deep learning algorithms, Quantum computing virtual spaces AI-facilitated global for text analysis, collaboration brain-computer interfaces 4.2 Implications and Contributions of Research This study makes a significant contribution to the development of educational policies in Islamic schools. By demonstrating the effectiveness of deep learning in improving the quality of education, this study supports the adoption of modern learning technologies in Islamic educational settings. Implications of these findings include the importance of investing in technological infrastructure and teacher training to maximize the benefits of these technologies (Nguyen & Tran, 2023). 186 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah Figure 8. Contribution of Research to Education Policy Furthermore, this study also emphasizes the need for integration of Islamic values with learning technology, so that it can create a balanced curriculum between academic and religious education. Thus, Islamic schools can be a relevant and effective learning model in this digital era, in accordance with the principles of inclusivity and justice in Islam (Hassan & Al-Amin, 2022). 4.3 Reflections and Recommendations The integration of deep learning in Islamic education has a significant impact on improving students' academic achievement and fostering a higher interest in learning. In today's digital era, the application of advanced technology such as deep learning allows students to access more varied and interactive information and learning resources. Research by Rahman and Sari (2022) shows that the use of technology-based learning methods can increase students' learning motivation by up to 30%. This shows that the application of deep learning is not only limited to improving academic grades but also creating a more interesting and interactive learning environment. Thus, educators and policymakers need to dig deeper into the potential of this technology to produce a curriculum that is more interesting and relevant to the needs of today's students. In addition, recommendations for further research are essential to ensure that the integration of deep learning is in line with Islamic values. Research by Alifah (2023) shows that students who learn with an approach that integrates technology and spiritual values tend to have a better understanding of the material being taught. Therefore, it is important for educators to explore innovative ways to link deep learning with Islamic educational principles, such as morals, ethics, and social responsibility. B y developing educational policies that prioritize the integration of technology and Islamic values, it is hoped that it can create a generation that is not only academically intelligent but also has a strong character and noble morals. CONCLUSION This study shows that the application of deep learning in education in Islamic schools can significantly improve the quality of learning. By utilizing the deep learning approach, schools can offer more adaptive and personalized teaching, according to the various learning styles of students. The results of the analysis show that deep learning can improve student learning outcomes by up to 27% compared to conventional teaching methods. In addition, this technology is also effective in increasing students' interest and motivation to learn, which is an important aspect of Islamic education that emphasizes character-building and knowledge. 187 © The Authors. All rights reserved. Maesaroh Lubis, and Fitroh Ariansyah This study also underlines the importance of integrating Islamic values with learning technology to create a balanced curriculum between academic and religious education. Thus, Islamic schools can be a relevant and effective learning model in the digital era, in line with the principles of inclusivity and justice in Islam. Suggestion Based on the findings of this study, several suggestions can be given for further development: 1. Investing in Technology Infrastructure: Islamic schools need to improve their technology infrastructure to facilitate more effective implementation of deep learning. This includes the necessary hardware, software, and access to digital resources. 2. Teacher Training: Teachers need to be trained to understand and apply deep learning technology in the teaching process. This training should include ways to use technology to personalize learning and integrate Islamic values. 3. Development of Progressive Education Policy: Policymakers are expected to develop regulations that support the adoption of modern learning technologies in Islamic schools. These policies should encourage innovation and ensure that all students have equal access to quality education. 4. Further Research: Further research is needed to explore innovative ways of integrating deep learning with the Islamic curriculum in greater depth. This research should also consider the socioeconomic and cultural impacts of this technology. 5. Collaboration and Knowledge Exchange: Encourage collaboration between schools, universities, and research institutions to share knowledge and experiences in the application of deep learning in Islamic education. This will help accelerate the adoption of technology and improve the effectiveness of learning. By implementing these suggestions, Islamic schools can make the most of the potential of deep learning technology to improve the quality of education and meet the challenges of education in the 21st century. REFERENCES Aguayo, C., Cochrane, T., & Narayan, V. (2017). 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