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All Journal Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Inovasi: Jurnal Sosial Humaniora Dan Pendidikan
Rafika bayu Kusumandari
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Arts Education Languange, Linguistic, Communication & Media

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Analisis Kesiapan Guru Sekolah Menengah Pertama dalam Mengimplementasikan Pendekatan Pembelajaran Mendalam (Deep Learning) Agus Adhi Sasongko; Rafika bayu Kusumandari
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2899

Abstract

The implementation of the Deep Learning approach has become one of the key strategies introduced within the Merdeka Curriculum to promote learning that is meaningful, mindful, and joyful. The successful implementation of this approach largely depends on teachers' readiness to understand its underlying concepts, design appropriate learning experiences, and apply them effectively in classroom practice. This study aimed to analyze junior high school teachers' readiness to implement the Deep Learning approach by examining five aspects: teacher readiness, conceptual understanding, classroom implementation, development efforts, and learning outcomes. This study employed a qualitative approach using a phenomenological research design. Data were collected through classroom observations, in-depth interviews, and document analysis involving junior high school teachers. The data were analyzed using Interpretative Phenomenological Analysis (IPA) with the assistance of ATLAS.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers generally demonstrated initial readiness to implement the Deep Learning approach through lesson planning, an understanding of the principles of mindful, meaningful, and joyful learning, and the application of student-centered instructional strategies. Nevertheless, differences in teachers' conceptual understanding were still evident, particularly in integrating the principles of Deep Learning comprehensively into classroom practice. Teachers' professional development was supported through training programs, learning communities, collaborative activities, and the use of educational technology. Furthermore, the implementation of the Deep Learning approach contributed positively to students' engagement, critical thinking, communication skills, and overall learning outcomes. These findings highlight that teacher readiness is a fundamental factor in supporting the successful implementation of the Deep Learning approach in schools.
Evaluasi Pelaksanaan Kurikulum Berbasis Proyek dalam Pembelajaran Bahasa Indonesia di SMP Awang Ari Pangestu; Haryono, Haryono; Rafika Bayu Kusumandari
Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 3 (2026): September : Inovasi: Jurnal Sosial Humaniora dan Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/inovasi.v5i3.7961

Abstract

This study aims to evaluate the implementation of project-based learning (PjBL) in Indonesian language learning at SMP PGRI Tawangharjo using the CIPP evaluation model, covering context, input, process, and product. The study employed a descriptive evaluative approach with quantitative data supported by qualitative evidence. Participants consisted of an Indonesian language teacher, 30 eighth-grade students, the principal, and the vice principal. Data were collected through classroom observation, student questionnaires, interviews, and documentation of teaching materials and student projects. Quantitative data were analyzed descriptively using means and percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that the school has a positive commitment to innovative learning, but formal policy support for PjBL has not been fully developed. Teachers demonstrate strong initiative, although teaching tools, assessment rubrics, infrastructure, and project resources remain limited. PjBL implementation is relatively stronger in determining basic questions and project implementation, but weaker in monitoring and reflection. Student products, including brochures, short stories, and posters, are creative and varied, yet language accuracy, structure, aesthetics, and evaluation need improvement. The study implies that systematic school policies, continuous teacher development, adequate facilities, formative assessment, reflection, and collaborative supervision are required to strengthen PjBL implementation.
Co-Authors Agus Adhi Sasongko Awang Ari Pangestu Haryono Haryono