<![CDATA[Deep learning is a pedagogical approach that emphasizes the holistic cognitive, emotional, and social engagement of learners so that the understanding formed is meaningful and sustainable, in line with the direction of national curriculum policy that encourages learning oriented towards deep conceptual understanding rather than mere surface-level content mastery. This study aims to analyze the readiness level of Indonesian Language Teacher Professional Education (PPG) students in implementing deep learning in schools, covering conceptual knowledge, pedagogical readiness, and psychological readiness. The study employed a descriptive quantitative approach with a survey design involving PPG Indonesian Language students. Data were collected through a validated and reliable Likert-scale questionnaire, supported by semi-structured interviews. The results indicate that students' overall readiness level falls into the moderately ready category, with conceptual knowledge showing the highest achievement and differentiated learning practice readiness showing relatively lower achievement. Factors influencing readiness include teaching experience, training intensity, and support from supervising lecturers and partner schools. This study recommends strengthening field practice programs and continuous case-study-based training to improve PPG students' readiness in effectively implementing deep learning in the classroom.]]>
Copyrights © 2026
