Analisis Kesiapan Guru Sekolah Menengah Pertama dalam Mengimplementasikan Pendekatan Pembelajaran Mendalam (Deep Learning)

Agus Adhi Sasongko
Rafika bayu Kusumandari

Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya

The implementation of the Deep Learning approach has become one of the key strategies introduced within the Merdeka Curriculum to promote learning that is meaningful, mindful, and joyful. The successful implementation of this approach largely depends on teachers' readiness to understand its underlying concepts, design appropriate learning experiences, and apply them effectively in classroom practice. This study aimed to analyze junior high school teachers' readiness to implement the Deep Learning approach by examining five aspects: teacher readiness, conceptual understanding, classroom implementation, development efforts, and learning outcomes. This study employed a qualitative approach using a phenomenological research design. Data were collected through classroom observations, in-depth interviews, and document analysis involving junior high school teachers. The data were analyzed using Interpretative Phenomenological Analysis (IPA) with the assistance of ATLAS.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers generally demonstrated initial readiness to implement the Deep Learning approach through lesson planning, an understanding of the principles of mindful, meaningful, and joyful learning, and the application of student-centered instructional strategies. Nevertheless, differences in teachers' conceptual understanding were still evident, particularly in integrating the principles of Deep Learning comprehensively into classroom practice. Teachers' professional development was supported through training programs, learning communities, collaborative activities, and the use of educational technology. Furthermore, the implementation of the Deep Learning approach contributed positively to students' engagement, critical thinking, communication skills, and overall learning outcomes. These findings highlight that teacher readiness is a fundamental factor in supporting the successful implementation of the Deep Learning approach in schools.