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All Journal Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement) Jurnal Riset Rekayasa Sipil SEMAR Indonesian Journal of Environment and Disaster Geadidaktika GeoEco
Tjahjono, Gentur Adi
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Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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GEOGRAPHY TEACHERS’ UNDERSTANDING OF DEEP LEARNING PEDAGOGY IN THE MERDEKA BELAJAR CURRICULUM: A STUDY OF SENIOR HIGH SCHOOLS IN SURAKARTA Tjahjono, Gentur Adi; Muryani, Chatarina; Prihadi, Singgih; Nugroho, Albertus Erico Jerry Krisna; Kartika, Fitria Dewi
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.108976

Abstract

There is still a gap between the implementation of deep learning pedagogy in the Independent Curriculum and the pedagogical readiness of geography teachers in Surakarta City. This study examines geography teachers’ understanding of the deep learning approach within the implementation of the Merdeka Curriculum in Indonesian senior high schools. Deep learning is emphasised in the curriculum to promote meaningful, reflective, and critical learning; however, limited evidence exists regarding teachers’ pedagogical readiness. Using a mixed-methods embedded design, data were collected from 25 geography teachers in Surakarta City through questionnaires and focus group discussions. The study focused on four indicators: knowledge of deep learning concepts, implementation in classroom practice, perceptions of effectiveness, and professional development needs. The results indicate that 64% of teachers demonstrated a moderate understanding of deep learning, 24% showed high understanding, and 12% had low levels. While most teachers acknowledged the importance of deep learning and displayed enthusiasm, they faced challenges related to conceptual clarity, consistency in instructional practice, and limited institutional support. These findings suggest a gap between theoretical knowledge and actual implementation in geography education. The study underscores the need for structured professional development, collaborative learning communities, and contextual instructional design to enhance teacher capacity. This research contributes to the international discourse on curriculum reform by mapping teacher readiness and highlighting practical challenges in applying deep learning pedagogy within the Indonesian context.
Co-Authors Ahmad Ahmad Azzahra, Rahma Chatarina Muryani Dwi Puspitasari Dwijayanti, Hikmah Gery, Fabian Harmasita, Afrida Mahavira Jalasutra, Pakshi Kartika, Fitria Dewi Kurniawan, Revita Natali Lintang Ronggowulan Maretta, Dina Mohammad Gamal Rindarjono, Mohammad Gamal Murwani, Siti Nugroho, Albertus Erico Jerry Krisna Nurbaiti, Ibet Pradani, Mistika Ayu Pratiwi, Imasti Dhani Purnomo, Candrawati Putri Putriana, Zulzil Rahmi, Ardia Tiara Ramadhanty, Nisa Rizqi Rindarjono, Moh Gamal Rita Noviani, Rita Sagito, Rizaldy Himy Setya Nugraha Setyowati, Dani Sholeh, Sofyan Singgih Prihadi Sugiyanto - Sukmawati, Sekar Ayu Utomo, Bagas Annas Utomowati, Rahning Wijayanti, Pipit