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All Journal Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Zarah Journal of Science Education Research PENDIPA Journal of Science Education Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Redox Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Classroom Action Research Eduproxima : Jurnal Ilmiah Pendidikan IPA Nama jurnal : International Journal of Education and Humanities Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Indonesian Journal of Research and Educational Review (IJRER) Jurnal Pengabdian Masyarakat Bangsa JIPI (Jurnal IPA dan Pembelajaran IPA) SIKAP : Sinar Inovasi Kajian Pemberdayaan Masyarakat JoISE : Journal of Integrated Science Education Scientiae Educatia: Jurnal Pendidikan Sains
Nurwanti Fatnah
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Investigating Teachers’ Conceptualizations of Deep Learning in Science Education Nurwanti Fatnah; Zakiyyah; Mutiara Dwi Cahyani
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.90040

Abstract

This study investigates junior high school science teachers’ conceptualizations of deep learning within the context of Indonesian educational reform. Using a qualitative descriptive approach, data were collected from 39 science teachers in Cirebon through open-ended questionnaires and analyzed thematically using Atlas.ti. The results reveal that teachers define deep learning as a holistic process that integrates cognitive, affective, and psychomotor dimensions, emphasizing student-centeredness, collaboration, and meaningful learning. Teachers further articulated key principles of deep learning, including contextualization, critical and creative reasoning, innovation, independence, joyful and mindful learning, ethical awareness, and the ability to connect science concepts to real-life situations. The implementation of deep learning was characterized by project-based learning, authentic tasks, collaborative practices, backward design, and supportive classroom environments. However, teachers reported challenges such as limited resources, unequal technological access, time constraints, and diverse student readiness, indicating the complexity of translating deep learning into practice. To address these issues, teachers highlighted the need for systematic supports including sustained professional training, mentoring, peer observation, and high-quality instructional modules. The study contributes theoretically by clarifying teacher perspectives on deep learning and practically by offering recommendations for professional development and policy directions to strengthen deep learning in Indonesian science education.
Co-Authors Adwa, Nabilah Ajeng Ajeng, Ajeng Al-Makdum, Hesty Wirabuana Amelia, Fera Andayana, Iwan Ardiyansah, Eri Ardiyatunnur, Siti Azizah, Dewiantika Azzahra, Soraya Sabrina Cahyani, Mutiara Dwi Dewiantika Azizah Esa Nur Amaliah Basuni Fitri Fitri Hidayat, Akhmad Mauludin Imtiyas, Ambarwati Iwi Tarno Julika, Wahyu Indah Leo Muhammad Taufik Norma Bastian Nur Asrilah Maysi Zannah Nurdin, Zezen Zaini Nurhakim, Fajar Prasetika, Siska Putra, Nugraha Permana Rinto Rinto Rohman, Aru Rosdianah Rosdianah Safitri, Sheysilia Dwi Saptono, Rano Sati Seno, Bisma Nasrullah Dwi Zakiyyah, Zakiyyah