<![CDATA[This study aims to analyze the implementation of deep learning–based science instruction in elementary schools within the context of the Merdeka Curriculum. Employing a qualitative descriptive approach with a multi-site design, the research was conducted in elementary schools involving Grade 2 and Grade 4 classrooms. Data were collected through classroom observations, semi-structured interviews with teachers, and document analysis of teaching modules, worksheets, and assessment instruments. The observation framework was developed based on the New Pedagogies for Deep Learning (NPDL), focusing on key dimensions such as contextualization of content, student engagement, collaboration, reflection, and authentic assessment. The findings reveal that teachers have begun to integrate elements of deep learning, particularly through connecting science concepts to real-life contexts, activating prior knowledge, and utilizing learning media. However, the depth and consistency of implementation varied across grade levels. Grade 4 instruction demonstrated stronger alignment with deep learning principles through inquiry-based activities, experiments, collaborative learning, and formative assessment practices, while Grade 2 instruction tended to emphasize procedural learning with limited conceptual exploration. These variations indicate a gap between planned instructional documents and actual classroom practices. The study concludes that while deep learning principles are increasingly recognized in elementary science instruction, their implementation remains uneven and requires targeted professional development, especially in formative assessment and inquiry-based learning. The findings provide empirical insights to support evidence-based policy decisions and the development of contextualized teacher support programs for strengthening deep learning practices in elementary science education.]]>
Copyrights © 2026
