Tantangan Penerapan Deep Learning di Sekolah Dasar: Studi Deskriptif di SD Karya Tunggal Surabaya

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis secara komprehensif faktor-faktor dominan yang menjadi tantangan dalam penerapan Pembelajaran Mendalam (Deep Learning) di sekolah dasar, serta dinamika interaksi antar- faktor tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, yang dilakukan di SD Karya Tunggal Surabaya. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipan, dan studi dokumentasi. Data dianalisis dengan cara reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Penelitian ini mengungkap empat faktor penghambat dominan yang saling berkaitan: (1) Beban kurikulum yang padat menciptakan dilema antara menuntaskan materi dan mencapai kedalaman pemahaman; (2) Kapasitas pedagogis guru dalam merancang dan memfasilitasi pembelajaran inkuiri serta assesmen proses yang masih terbatas; (3) Budaya belajar konvensional (teacher-centered) yang telah terinstitusionalisasi dan menciptakan resistensi terhadap perubahan; serta (4) Keterbatasan sumber daya dan sistem pendukung, seperti rasio siswa, waktu, dan beban administratif. Keempat faktor ini membentuk suatu kompleksitas tantangan sistemik.

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This study aims to comprehensively identify and analyze the dominant factors that are challenges in the implementation of Deep Learning in elementary schools, as well as the dynamics of interaction between these factors. This research uses a qualitative approach with a case study design, which was conducted at SD Karya Tunggal Surabaya. Data collection techniques include in-depth interviews, participant observations, and documentation studies. Data is analyzed by means of data reduction, data presentation, and conclusion/verification. This study reveals four interrelated dominant inhibiting factors: (1) The dense curriculum load creates a dilemma between completing the material and achieving depth of understanding; (2) Teachers' pedagogical capacity in designing and facilitating inquiry learning and process assessment which is still limited; (3) A conventional (teacher-centered) learning culture that has been institutionalized and creates resistance to change; and (4) Limited resources and support systems, such as student ratios, time, and administrative burden. These four factors form a complexity of systemic challenges.