DEEP LEARNING INNOVATION IN THE DIGITAL AGE: IMPLICATIONS FOR LEARNING EVALUATION
Keywords:
Deep Learning, Digital Age, EvaluationAbstract
This study aims to examine in depth the innovation of deep learning in the digital era and its implications for learning evaluation. The phenomenon studied stems from the increasing use of digital technology in education, such as artificial intelligence, adaptive e-learning platforms, and gamification, which has not been fully accompanied by a paradigm shift in learning evaluation that assesses the process, meaning, and depth of student learning. This study uses a qualitative approach with a literature review method, which allows for a critical synthesis of concepts, empirical findings, and theoretical frameworks from various relevant studies. Data were collected through searching and documenting nationally and internationally indexed scientific articles published between 2020 and 2025, then analyzed using thematic analysis to identify patterns, main themes, and conceptual relationships. The results of the study show three main findings, namely: the use of digital technology as a facilitator of personal and reflective learning, a shift in learning strategies towards a data-based approach, and the need to reconstruct learning evaluation that assesses students' conceptual understanding, thinking processes, and learning experiences holistically. These findings enrich the understanding of deep learning as a pedagogical process that is not only oriented towards the final outcome but also towards the cognitive and social processes mediated by technology. This study concludes that deep learning innovation requires the transformation of learning evaluation to be in line with the characteristics of digital learning. The implications of this research are relevant to the development of educational evaluation theory, the formulation of learning policies, and more authentic and meaningful evaluation practices. Further research is recommended to empirically examine the implementation of deep learning evaluation in diverse educational contextsReferences
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