Pembelajaran Menulis Berbasis Deep Learning: Upaya Meningkatkan Kreativitas Dan Daya Nalar Siswa

Abstract

Writing instruction plays a strategic role in developing students' creativity and reasoning skills because writing is not only related to technical language skills but also involves higher-order thinking processes such as analysis, reflection, and meaning-making. However, writing instruction practices in schools still tend to be product-oriented and underemphasize in-depth thinking processes. Therefore, a deep learning approach in education is considered relevant to address these challenges. This study aims to systematically examine how deep learning-based writing instruction contributes to improving students' creativity and reasoning skills. The method used is a Systematic Literature Review (SLR) by examining scientific articles published between 2015 and 2025 through the Google Scholar, Garuda, and Scopus databases. The analysis was conducted using thematic techniques to identify key patterns and themes related to learning strategies, the role of teachers, and the impact on students' creativity and reasoning. The results of the study indicate that deep learning-based writing instruction can enhance students' creativity through the exploration of ideas, reflection, and the interpretation of experiences, as well as strengthen reasoning skills through the development of critical and argumentative thinking. Furthermore, the teacher's role as a facilitator, the use of technology, project-based learning, and continuous reflection are key factors in creating meaningful learning. Thus, the deep learning approach to writing instruction has proven effective in developing students who are creative, reasoning, independent, and responsible for their learning process.