THE EFFECTIVENESS OF THE DEEP LEARNING PEDAGOGY IN ENHANCING STUDENTS’ CRITICAL THINKING ABILITIES IN LAND SURVEYING LEARNING AT VOCATIONAL HIGH SCHOOL

Abstract

This study aimed to describe The integration of the deep learning pedagogy, analyze the significance of improving students' critical thinking skills, and determine its effectiveness in land surveying material. This research employed a quantitative method using a pre-experimental one-group pretest–posttest design. The participants were 26 students at the tenth-grade level of the Building Design and Building Information Modeling(DPIB) program at a vocational high school in Sukoharjo Regency. Data were collected through a deep learning implementation questionnaire and validated, reliable essay tests. The data were analyzed using descriptive and inferential statistical techniques., a paired sample t-test, and the normalized gain (N-Gain) test. The results showed that The integration of the deep learning pedagogy was categorized as high (mean = 3.80). Learners’ critical thinking abilitiesimproved significantly (Sig. = 0.000 < 0.05), with an N-Gain score of 0.4966 (moderate category). These findings indicate that the deep learning pedagogy effectively improves learners’ critical thinking abilities in land surveying learning.