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All Journal PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) EduBase: Journal of Basic Education
Hanifah Hanifah
Universitas Slamet Riyadi
Computer Science & IT Education Social Sciences

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Teachers’ Perceptions of Deep Learning Pedagogy in Indonesian Primary Schools: Evidence from the Wahidin Sudiro Husodo Cluster Elinda Rizkasari; Ema Butsi Prihatsari; Anggit Grahito Wicaksono; Jumanto Jumanto; Hanifah Hanifah
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i1.3855

Abstract

Deep learning pedagogy has recently been promoted as a strategic response to the evolving demands of Indonesian basic education under the Merdeka Curriculum, which emphasizes student-centered learning, meaningful projects, and the cultivation of 21st-century competencies. Objective: This study investigates primary school teachers’ perceptions of deep learning pedagogy within the Wahidin Sudiro Husodo Cluster, Jumapolo Subdistrict, Karanganyar Regency. Novelty: Implications for developing a teacher training model and future research directions are discussed. Methods: Using a descriptive survey design, data were collected from 30 teachers across eight schools through a structured questionnaire (Likert scale) and complemented by short interviews and documentation review. The survey assessed three major dimensions: conceptual understanding of deep learning, classroom enactment, and school-level readiness for implementation. Results: Findings show that teachers’ conceptual understanding reached a “good” level (M = 3.65 on a 1–4 scale), while classroom enactment was “fairly good” (M = 3.40) and readiness for implementation remained “moderate” (M = 3.25). Qualitative evidence indicates that teachers commonly interpret deep learning as meaningful learning and higher-order thinking, yet some still conflate it with general active learning. Teachers reported constraints related to time allocation, learning media availability, class size, and limited technical training, despite acknowledging the relevance of project-based and problem-based learning for deep learning pedagogy. Conclusions: The study concludes that deep learning pedagogy is viewed positively but requires systemic support through structured professional development, school leadership facilitation, and practical guidance for authentic assessment and reflective learning routines.
LITERATURE REVIEW: ANALYSIS OF THE COOPERATIVE LEARNING MODEL TYPE JIGSAW ON THE DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS’ COLLABORATION SKILLS Hanifah Hanifah; Elinda Rizkasari
PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) Vol 7 (2026): ICTESS 7th
Publisher : Universitas Slamet Riyadi Surakarta

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Abstract

This study aims to analyze the Cooperative Learning Model of the Jigsaw type in relation to the development of collaboration skills among elementary school students. The background of this research is based on the importance of collaboration skills as one of the 21st-century competencies that need to be developed in the elementary education learning process. Every student needs to possess these skills to respond to the demands of educational roles in a rapidly changing era. The research method used is library research, which aims to obtain relevant data related to the research topic. The data collection technique used in this study is documentation, by gathering data from various sources such as records, journals, books, papers, and articles. The results of the study indicate that the Jigsaw type of Cooperative Learning Model emphasizes teamwork among group members through an equitable distribution of learning responsibilities, ensuring that each student actively participates in understanding and presenting the material to their peers. Therefore, it can be concluded that the Jigsaw Cooperative Learning Model has a positive and significant influence on the development of collaboration skills among elementary school students. Keywords: collaboration skills, elementary school, jigsaw
Co-Authors Anggit Grahito Wicaksono Elinda Rizkasari Elinda Rizkasari Ema Butsi Prihatsari Jumanto Jumanto