Enhancing Deep Learning Through Facebook-Mediated Instruction Implementation of Kurikulum Merdeka in Pidie Regency Secondary Schools

Abstract

This study investigates the integration of Facebook as a digital learning platform to facilitate deep learning approaches within the Kurikulum Merdeka framework in secondary schools across Pidie Regency, Aceh, Indonesia. Employing a mixed-methods quasi-experimental design, the research involved 280 students and 24 teachers from eight secondary schools, examining how Facebook group-based collaborative learning activities support the development of critical thinking, creativity, problem-solving, and collaborative competencies emphasized in Kurikulum Merdeka. Data collection included pre- and post-intervention assessments measuring deep learning outcomes, analysis of Facebook interaction patterns, classroom observations, and semi-structured interviews exploring implementation experiences. Findings reveal that structured Facebook-based learning activities significantly enhanced deep learning indicators compared to conventional approaches, with effect sizes ranging from moderate to large across cognitive domains. Students demonstrated improved critical analysis, creative problem-solving, and peer collaboration through asynchronous discussions, multimedia content creation, and project-based activities facilitated via Facebook groups. However, challenges emerged including digital literacy gaps, connectivity constraints in rural areas, concerns about distraction and privacy, and teacher pedagogical preparation needs. This research provides empirical evidence supporting social media integration within Indonesia's progressive curriculum reform while identifying critical success factors for effective implementation.