An Analysis of Teachers’ Understanding and Readiness to Implement the Deep Learning Approach at SMP IT Hasanah Pantai Cermin

Abstract

Teachers’ conceptual understanding and pedagogical readiness are essential for implementing Deep Learning as an educational approach that promotes mindful, meaningful, and joyful learning. This study aimed to describe teachers’ understanding, examine their readiness, and identify factors supporting or inhibiting implementation at SMP IT Hasanah Pantai Cermin. A qualitative approach with a descriptive research design was employed. Primary informants comprised 12 teachers from Grades VII–IX, while the principal and curriculum coordinator served as supporting informants, and six students provided additional perspectives. Data were collected through interviews, classroom observations, and documentation and analyzed qualitatively by comparing information across sources. The findings indicate that teachers demonstrated a basic understanding of mindful, meaningful, and joyful learning and the learning experiences of understanding, applying, and reflecting. However, conceptual understanding varied, particularly regarding the distinction between Deep Learning as an instructional approach and specific learning models, as well as the consistent application of its principles. Teachers showed psychological, professional, and pedagogical readiness, although further development was needed in instructional planning, assessment of students’ thinking processes, time management, and reflective learning activities. Supporting factors included school support, training opportunities, teacher collaboration, learning facilities, and teacher motivation. Implementation barriers included time constraints, diverse student characteristics, differences in conceptual understanding, the need for pedagogical adaptation, and occasional limitations in facilities or network access. These findings suggest that implementation requires continued attention to both conceptual clarity and practical teaching competencies. The study concludes that schools should establish structured professional development combining targeted training, mentoring, and collaborative reflection tailored to individual teachers’ needs. Such support provides a direction for strengthening pedagogical competence and promoting more consistent implementation of Deep Learning in classroom practice.