Peran Guru dalam Menerapkan Deep Learning di Sekolah Dasar

Penelitian ini bertujuan untuk: (1) Mendeskripsikan pemahaman guru SD mengenai konsep Deep Learning, mengingat pemahaman konseptual ini merupakan fondasi utama bagi praktik pedagogi yang transformatif; (2) Mendeskripsikan bentuk-bentuk peran yang secara nyata ditampilkan oleh guru dalam proses pembelajaran untuk mendorong terjadinya Deep Learning, yang di dalamnya mencakup prinsip berkesadaran, bermakna, dan menggembirakan; serta (3) Mendeskripsikan faktor pendukung dan penghambat yang dihadapi guru dalam menerapkan peran tersebut, yang meliputi aspek internal (kapasitas individu) dan aspek eksternal (dukungan kebijakan sekolah dan ketersediaan sumber daya). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipan, wawancara mendalam terhadap tiga guru kelas (II, IV, VI), tiga siswa perwakilan, dan kepala sekolah, serta studi dokumen. Teknik analisis data mengikuti model interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian mengungkapkan bahwa: (1) Pemahaman guru terhadap deep learning berkembang progresif sesuai jenjang kelas, dari pemaknaan sebagai pengetahuan aplikatif menuju pembentukan mindset; (2) Peran guru ditampilkan melalui variasi strategi—prinsip berkesadaran (teknik bertanya balik, jurnal refleksi), bermakna (simulasi, proyek kolaboratif), dan menggembirakan (play-based learning, tantangan intelektual); (3) Faktor pendukung utama meliputi komitmen guru dan kepemimpinan instruksional, sedangkan hambatan utamanya adalah beban administratif dan tekanan kurikulum. Guru telah menunjukkan pemahaman yang komprehensif tentang deep learning dan mampu menerapkan peran sebagai fasilitator melalui strategi yang diferensiasi sesuai jenjang kelas. Keberhasilan penerapan deep learning sangat bergantung pada dukungan sistemik dalam mengurangi hambatan administratif dan penguatan kapasitas guru melalui program pengembangan yang berkelanjutan.

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This study aims: (1) to describe elementary school teachers’ understanding of the concept of Deep Learning, considering this conceptual understanding is the main foundation for transformative pedagogical practice; (2) to describe the forms of roles that are clearly displayed by teachers in the learning process to encourage the occurrence of Deep Learning, which includes the principles of awareness, meaningfulness, and joyfulness; and (3) to describe the supporting and inhibiting factors faced by teachers in implementing these roles, which include internal aspects (individual capacity) and external aspects (school policy support and availability of resources). The research used a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews with three classroom teachers (II, IV, VI), three representative students, a principal, and document studies. The data analysis technique follows an interactive model through data reduction, data presentation, and conclusion drawn. The research revealed that: (1) Teachers’ understanding of deep learning is developed progressively according to the class level, from meaning as applicable knowledge to mindset; (2) The role of teachers is shown through a variety of strategies—the principles of awareness (question- and-answer techniques and reflection journals), meaningfulness (simulation and collaborative projects), and joyfulness (play-based learning and intellectual challenges); (3) The main supporting factors include teacher commitment and instructional leadership, while the main obstacles are administrative burden and curriculum pressure. Teachers have demonstrated a comprehensive understanding of deep learning and are able to apply the role of facilitators through strategies that are differentiated according to the grade level. The success of deep learning implementation is highly dependent on systemic support in reducing administrative barriers and strengthening teacher capacity through sustainable development programs.