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Tiarma Intan Marpaung
FKIP, Universitas HKBP Nommensen Pematangsiantar
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TEACHERS' AND STUDENTS' PERCEPTION TOWARDS DEEP LEARNING PARADIGM WITHIN ICT IN ELT AT SMA N 2 PEMATANGSIANTAR Reza Sanjaya Sinaga; Tiarma Intan Marpaung; David Berthony Manalu
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 1 (2025): DECEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18798117

Abstract

The rapid integration of Information and Communication Technology (ICT) in education has prompted a paradigm shift in English Language Teaching (ELT), including the implementation of the Deep Learning framework introduced by the Indonesian Ministry of Education in 2024. This study aims to explore teachers’ and students’ perceptions toward the application of the Deep Learning paradigm within ICT-supported ELT at SMA Negeri 2 Pematangsiantar. A qualitative survey design was employed, involving interviews with two English teachers and questionnaires distributed to 109 eleventh-grade students. The findings reveal that both teachers and students generally hold positive perceptions toward the Deep Learning approach, particularly in the dimensions of mindful, meaningful, and joyful learning. Teachers perceive the paradigm as a refinement rather than a novel concept, although their understanding of its principles varies. Questionnaire results indicate high levels of agreement across the three dimensions: Joyful Learning (87.16%), Meaningful Learning (85.57%), and Mindful Learning (84.59%). However, several challenges emerged, including students’ limited metacognitive awareness, low confidence in applying English in real contexts, and passive participation during classroom activities. ICT was perceived as an essential tool that enhances engagement, supports assessment practices, and increases learning motivation, though its pedagogical application remains predominantly surface-level. Overall, the study concludes that the Deep Learning paradigm, when supported by ICT, positively influences learning experiences in ELT and demonstrates potential as an effective instructional approach. Strengthening teacher training and developing ICT-based instructional strategies are recommended to optimize implementation and foster deeper learning outcomes.
Co-Authors Adika Indotua Nainggolan Anita Sitanggang Asima Rohana Sinaga Bangun Munte Basar Lolo Siahaan Bertaria Sohnata Hutauruk Christian Neni Purba Cindy Isadora Situmorang Damanik, Bernieke Anggita Ristia Daniel Ganda Putra Sihombing DAULAT NATHANAEL BANJARNAHOR David Berthony Manalu David Togi Hutahaean Dayana Sinaga Diana Sihombing Dona Atalatha Samosir Dumaris E Silalahi Dumaris E Silalahi Dumaris Elseria Silalahi Dwi Natalia Purba Febrika Dwi Lestari Firinta Togatorop Firinta Togatorop Firinta Togatorop Herlina Hotmadia Sianipar Herman . Herman Herman Imelda Oppusunggu Insenalia Sampe Roly Hutagalung Irma Wardani Turnip Junifer Siregar Kristiani Siagian Leonita Maria Efipanias Manihuruk Leony Elisabet Situmorang Lidia Zega Lydia Purba Marnala Pangaribuan Melda Veby Ristella Munthe Meliana Br.Siahaan Melvin M. Simanjuntak Mikhael Latin Ahasweros Siahaan Monika Natalina Silaban Mungkap Mangapul Siahaan Netania Saragih PANJAITAN, MUKTAR B Partohap S.R Sihombing Purba, Rudiarman Putri Daud Simanjuntak Putri Raisah Sihotang Rahel Purba Renova Sulinda Hutasoit Reza Sanjaya Sinaga Riby Siboro Rosintan Yorini Siahaan Rotua Pakpahan Ruth Dannesh Siallagan Sahlan Tampubolon Sarah Natasya Ulina Panggabean Seviana Napitupulu Simamora, Rianita Sinamo, David Suranta Sinurat, Bloner Stevani Anastasya Sitorus Tessaria Simorangkir Tumpal Manahara Siahaan Veithzal Rivai Zainal Vivi Lastiar Sinurat Yanti kristina Sinaga Yanti Kristina Sinaga Yanty Maria Rosmauli Marbun Yolanda Jesica Sitanggang