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DEEP LEARNING IN SELECTED ELEMENTARY SCHOOLS IN JAVA, INDONESIA: EVIDENCE FROM STUDENTS’ PERCEPTIONS AND TEACHERS’ PERSPECTIVES
Abstract
Indonesia introduced Deep Learning (Pembelajaran Mendalam, PM) as a pedagogical approach emphasizing mindful, meaningful, and joyful learning experiences. This study aimed to examine elementary school students’ learning experiences and explore teachers’ and students’ perspectives on the relevance and early implementation of PM. A sequential mixed-methods design with a complementary purpose was employed. Quantitative data were first collected through a questionnaire administered to 548 elementary school students from five provinces on Java, Indonesia: Banten, DKI Jakarta, West Java, Central Java, and East Java. Subsequently, qualitative data were obtained through semi-structured interviews with five teachers purposively selected based on their participation in PM training and subsequent classroom implementation, along with five students from their respective classes. Both strands were integrated during interpretation by relating survey patterns to qualitative themes. Participating teachers and students perceived PM as relevant to strengthening student agency, conceptual understanding, contextual learning, character development, digital resource utilization, and learning partnerships. These findings highlight uneven classroom learning experiences and suggest the perceived potential of PM to address identified limitations.
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DOI: http://dx.doi.org/10.32934/jmie.v10i2.992
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Copyright © 2017, JMIE: Journal of Madrasah Ibtidaiyah Education, p-ISSN: 2580-0868, e-ISSN: 2580-2739
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