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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Istiro’ah Ida Kuliana
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Education

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Teacher Readiness for Implementing the Deep Learning Approach in Elementary School Education in the Society 5.0 Era Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton Sulton; Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.5

Abstract

This study aims to analyze the readiness of elementary school teachers to implement deep learning in the Digital 5.0 era. The study used a mixed methods approach with a sequential explanatory design. The study subjects consisted of 364 elementary school teachers in Ponorogo Regency, Indonesia. The sample was selected using simple random sampling. Data were collected through questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through source triangulation. The results showed that teacher readiness in implementing deep learning tended to be in the moderate category. Teachers' pedagogical and social competencies were in the moderate category, while their technological and professional competencies were in the high category. Supporting factors for deep learning implementation included support from school leaders, collaboration between teachers, teacher motivation to innovate, professional training, and the use of learning technology. Inhibiting factors included limited learning time, administrative burden, limited technological facilities, low digital literacy, and a lack of ongoing training. Triangulation results showed that teachers with high readiness were able to implement meaningful, mindful, and joyful learning through active learning methods and technology integration, while teachers with low readiness were still dominated by conventional learning. This study concludes that the implementation of deep learning in elementary schools requires systematic support through improving teacher competency, strengthening technological infrastructure, and educational policies that support 21st-century learning.
Teacher Readiness for Implementing the Deep Learning Approach in Elementary School Education in the Society 5.0 Era Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton Sulton; Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.5

Abstract

This study aims to analyze the readiness of elementary school teachers to implement deep learning in the Digital 5.0 era. The study used a mixed methods approach with a sequential explanatory design. The study subjects consisted of 364 elementary school teachers in Ponorogo Regency, Indonesia. The sample was selected using simple random sampling. Data were collected through questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through source triangulation. The results showed that teacher readiness in implementing deep learning tended to be in the moderate category. Teachers' pedagogical and social competencies were in the moderate category, while their technological and professional competencies were in the high category. Supporting factors for deep learning implementation included support from school leaders, collaboration between teachers, teacher motivation to innovate, professional training, and the use of learning technology. Inhibiting factors included limited learning time, administrative burden, limited technological facilities, low digital literacy, and a lack of ongoing training. Triangulation results showed that teachers with high readiness were able to implement meaningful, mindful, and joyful learning through active learning methods and technology integration, while teachers with low readiness were still dominated by conventional learning. This study concludes that the implementation of deep learning in elementary schools requires systematic support through improving teacher competency, strengthening technological infrastructure, and educational policies that support 21st-century learning.
Co-Authors Ardhana Januar Mahardhani Istiro’ah Ida Kuliana Mahardhani, Ardhana Januar Sulton Sulton Sulton