Implementasi Model Pembelajaran Deep Learning dalam Kurikulum Merdeka: Studi Fenomenologis Pengalaman Guru Sekolah Dasar - Asitah, Nur; Anam, Fatkul; Ismanto, Hadi; Wahyudi, Achmad; Adi, Tirto (Nusantara Educational Review, 2026)
Implementasi Kurikulum Merdeka menuntut transformasi pembelajaran menuju pendekatan yang bermakna, reflektif, dan berpusat pada peserta didik. Model pembelajaran deep learning dipandang relevan untuk menjawab kebutuhan tersebut, namun praktik implementasinya di sekolah dasar masih menunjukkan dinamika yang kompleks. Penelitian ini bertujuan untuk menganalisis dampak dan tantangan penerapan deep learning dalam Kurikulum Merdeka berdasarkan pengalaman guru sekolah dasar. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan protokol PRISMA. Pencarian literatur dilakukan melalui basis data Google Scholar menggunakan kata kunci “deep learning” dan “kurikulum merdeka”, yang menghasilkan sepuluh artikel terpilih untuk dianalisis secara tematik. Hasil sintesis menunjukkan bahwa implementasi deep learning memberikan dampak signifikan terhadap peningkatan kompetensi pedagogik guru, penguatan pembelajaran reflektif dan kontekstual, peningkatan keterlibatan aktif siswa, serta pengembangan berpikir kritis, kreativitas, dan karakter. Di sisi lain, tantangan utama meliputi keterbatasan pemahaman konseptual guru, minimnya pelatihan dan pendampingan profesional berkelanjutan, kendala infrastruktur dan literasi digital, serta meningkatnya beban administratif. Temuan ini menegaskan perlunya penguatan sistem pelatihan guru berbasis praktik reflektif, penyediaan sarana pendukung yang memadai, serta kebijakan institusional yang adaptif untuk menjamin keberhasilan implementasi deep learning secara sistematis dan berkelanjutan di sekolah dasar. The implementation of the Independent Curriculum demands a transformation of learning toward a meaningful, reflective, and learner-centered approach. The deep learning model is considered relevant to address these needs, but its implementation in elementary schools still exhibits complex dynamics. This study aims to analyze the impact and challenges of implementing deep learning within the Independent Curriculum based on the experiences of elementary school teachers. The method used was a Systematic Literature Review (SLR) with the PRISMA protocol. A literature search was conducted through the Google Scholar database using the keywords "deep learning" and "independent curriculum," resulting in ten selected articles for thematic analysis. The synthesis results indicate that the implementation of deep learning has a significant impact on improving teachers' pedagogical competence, strengthening reflective and contextual learning, increasing student active engagement, and developing critical thinking, creativity, and character. However, key challenges include teachers' limited conceptual understanding, lack of ongoing professional training and mentoring, infrastructure and digital literacy constraints, and increasing administrative burdens. These findings emphasize the need to strengthen teacher training systems based on reflective practice, provide adequate supporting facilities, and adopt adaptive institutional policies to ensure the successful and sustainable implementation of deep learning in elementary schools.