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All Journal Diligentia: Journal of Theology and Christian Education International Journal of Social Learning (IJSL)
Maha Dewi Sabrina Nalle
Universitas Pelita Harapan
Religion Arts Education Environmental Science Social Sciences Other

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Analisis Penerapan Pendekatan Pembelajaran Mendalam pada Sekolah Menengah Kristen Swasta Maha Dewi Sabrina Nalle; Bernard Wijaya Napitupulu
Diligentia: Journal of Theology and Christian Education Vol. 8 No. 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/dil.v8i1.10857

Abstract

This article explores the implementation of deep learning approaches among teachers in a Christian private junior-senior high school. Using a quantitative survey with descriptive statistics, data were collected from 115 teachers through a Likert-scale questionnaire encompassing five indicators: (1) conceptual understanding of deep learning, (2) ability to plan instruction (LP/unit plan), (3) competence in designing assessments, (4) pedagogical competence in enacting deep learning in classroom practice, and (5) school support for teachers. The findings show that teachers generally report a positive level of competence on all indicators. They understand the basic framework of deep learning, design student-centred activities (inquiry, projects, problem-based learning), and begin to employ more meaningful, authentic assessments integrated with reflection. Teachers’ professional and collaborative attitudes emerge as a particular strength, reflected in their commitment to continuous improvement and willingness to share good practices. However, school support is perceived as adequate but not yet optimal, with persistent constraints in time, administrative workload, resources, and sustained guidance. These results indicate promising readiness for deep learning implementation, while highlighting the need for stronger institutional support and practical professional development.
Needs Analysis for Developing a Culturally Responsive Teaching Model to Enhance Intercultural Sensitivity Ariani Tandi Padang; Maha Dewi Sabrina Nalle; Grace Purnamasari Christian
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.622

Abstract

Intercultural sensitivity is an essential competency for students to live harmoniously in multicultural environments. However, this competency has not yet been optimally developed among students and members of the school community, highlighting the need for a learning model that can effectively foster it. This study aims to conduct a needs analysis based on students' characteristics as the foundation for developing a Culturally Responsive Teaching (CRT) learning model to enhance Intercultural sensitivity. The needs analysis covered five dimensions: learning motivation, access to learning resources, learning habits, time management, and intercultural sensitivity. Data were collected through questionnaires administered to 82 students at a private school in South Lampung and were analyzed using a descriptive quantitative approach. The findings revealed that 74% of students were still at the transitional level of cultural sensitivity. Furthermore, the needs analysis identified several considerations for developing the CRT learning model: students demonstrated high learning motivation (86%); access to printed learning resources remained limited (55%); learning preferences were dominated by visual learning (82%) and collaborative learning (82%); and most students tended to study at home when assigned tasks by their teachers (82%).
Co-Authors Ariani Tandi Padang Bernard Wijaya Napitupulu Grace Purnamasari Christian