Deep Learning Architecture in Pesantren: a Systematic Literature Review Integrating Mindful, Meaningful, and Joyful Pedagogy toward Indonesian Islamic Education
DOI:
https://doi.org/10.35445/alishlah.v18i3.10065Keywords:
Pesantren, Deep Learning, Traditional Islamic EducationAbstract
Indonesia’s deep learning policy emphasizes mindful, meaningful, and joyful learning, yet its relationship with the long-established pedagogical traditions of pesantren remains insufficiently synthesized. This study examines how these three dimensions are represented in Indonesian pesantren pedagogy and develops a contextually grounded conceptual framework. A Systematic Literature Review was conducted following PRISMA 2020 and PRISMA-S guidelines. Scopus was searched for peer-reviewed studies published between 2017 and 2026. Of 89 identified records, 24 studies met the eligibility criteria and were included in the thematic synthesis. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), while thematic coding examined evidence of mindful, meaningful, and joyful learning. Meaningful learning was identified in all 24 studies, followed by joyful learning in 20 and mindful learning in 19. Across the reviewed literature, meaningful learning was reflected in contextual understanding, knowledge application, and ethical formation; mindful learning in reflective awareness, spiritual discipline, self-regulation, and adab; and joyful learning in dialogic, participatory, affective, and socially supportive interactions. The synthesis generated the “Golden Triangle of Pesantren Deep Learning,” an interpretive framework connecting these dimensions with pesantren’s cognitive, spiritual, and affective pedagogical practices. Pesantren pedagogy exhibits characteristics consistent with contemporary deep learning principles while foregrounding spiritual engagement and relational learning. The proposed framework offers a context-specific contribution to discussions of holistic pedagogy and Indonesian educational reform.
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