Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
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All Journal TOFEDU: The Future of Education Journal
Kaffa Serena Nur Hayati
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Vocational High School Teachers’ Readiness to Implement the Deep Learning Approach in the Merdeka Curriculum: A Systematic Literature Review Kaffa Serena Nur Hayati; Lugina Rizky Nugroho; Haeikal Ahmad Said; Hadromi; Ahmad Mustamil Khoiron
The Future of Education Journal Vol 5 No 2 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1731

Abstract

The readiness of Vocational High School (SMK) teachers to implement the deep learning approach in the Merdeka Curriculum is analyzed through a systematic literature review. A total of 20 accredited national journal articles (2022–2026) sourced from Garuda, Google Scholar, and DOAJ were examined. The synthesis results reveal three main themes. First, teachers’ readiness is influenced by internal factors (self-efficacy, pedagogical competence, digital literacy, and emotional regulation) and external factors (learning environment, institutional support, industry partnerships, and professional learning communities). Second, strategies for implementing deep learning in vocational schools include project-based learning, teaching factory models, authentic assessment, integration of AI and coding, and social-emotional learning. Third, major challenges include limited teacher understanding, diverse student readiness, time constraints, inadequate digital infrastructure, and suboptimal process-based evaluation systems. Based on a comparison of strategies, hands-on training methods (75% practical activities) conducted over three days and combined with love-based education were found to be the most effective in improving teacher competence (+53.2 points). Strengthening continuous AI-based training, improving digital infrastructure, and developing teacher learning communities are recommended.
Co-Authors Ahmad Mustamil Khoiron Hadromi Haeikal Ahmad Said Lugina Rizky Nugroho