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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Muaddib : Jurnal Kajian Ilmu Kependidikan
Jumelan
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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A EXPLORING SENIOR AND NOVICE TEACHERS’ PERSPECTIVES ON DEEP LEARNING: A QUALITATIVE STUDY IN ELEMENTARY SCHOOLS Jumelan; Galuh Putrining Aji; Erna Yayuk
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 7 No. 4 (2025): Oktober
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v7i4.2674

Abstract

This qualitative research explores how senior and novice teachers perceive and implement deep learning in Indonesian elementary schools. Employing a case study approach, the study engaged senior teachers with more than 15 years of teaching experience and novice teachers with less than 10 years of experience from Gugus 02 Bina Ilmu, Pringkuku District, Pacitan Regency. Data were gathered through in-depth interviews, classroom observations, and document analysis, then analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal both convergences and divergences in teachers’ understanding of deep learning. Senior teachers tend to define deep learning as comprehensive mastery of core content through structured, teacher-centered instruction that prioritizes stability and discipline. In contrast, novice teachers interpret deep learning as a process that fosters critical thinking, creativity, collaboration, and technology integration aligned with the Kurikulum Merdeka framework. These differences are primarily influenced by teaching experience, educational background, professional development exposure, and adaptability to pedagogical innovation. Despite their differing approaches, both groups share a common goal of promoting meaningful and student-centered learning. The study highlights the importance of fostering intergenerational collaboration and differentiated professional training to bridge pedagogical gaps, enhance teacher adaptability, and sustain the implementation of deep learning practices responsive to the challenges of 21st-century education.
PROFESIONALISME GURU DALAM INTEGRASI TEKNOLOGI DIGITAL UNTUK PEMBELAJARAN MENDALAM DI SMA MUHAMMADIYAH SAMPIT Putrining Aji, Galuh; Jumelan; Yayuk, Erna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35703

Abstract

The development of digital technology in 21st-century education demands a high level of teacher professionalism to create meaningful and deep learning experiences. However, in many schools, technology integration remains limited to basic device use and has not fully supported collaborative activities or the development of students’ critical thinking skills. This study aims to analyze teachers’ professionalism in integrating digital technology for deep learning, the types of technology utilized, and the supporting factors and challenges faced by teachers at SMA Muhammadiyah Sampit. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires administered to teachers (n = 10) and students (n = 50), while qualitative data were gathered through interviews and documentation. The results indicate that teachers possess a high level of professionalism in understanding digital tools and creating interactive teaching materials. Canva, YouTube, Quizizz, and Google Forms were the most frequently used platforms, mainly for presenting materials and conducting assessments. From the students’ perspective, the use of digital technology enhanced their understanding of the material and increased learning engagement. The main challenges identified were unstable internet connections and limited device availability. These findings highlight the need for further pedagogical training in digital to strengthen technology-based deep learning practices in schools.
Co-Authors Erna Yayuk Galuh Putrining Aji Putrining Aji, Galuh