Teachers' Perceptions of Deep Learning as a New Paradigm in Innovative Learning

Abstract

In the 21st century, human life has undergone transformations in various sectors, which is one of the signs of the era of globalization and openness. Therefore, an educator needs to implement technology during the teaching and learning process to produce human resources with the knowledge and skills necessary to compete in the era of globalization. However, the reality is that some teachers have a low understanding of implementing innovative learning models. This study aims to investigate the aspects that influence teachers’ perceptions, namely acceptance, understanding, and assessment, which are linked to the effectiveness of implementing deep learning in elementary schools. This research uses a qualitative approach with a case study method involving two classroom teachers at SDN Serang 17. Research data was collected thru structured interviews using snowball sampling techniques, non-participant observation, and documentation. The research results indicate that teachers demonstrate positive acceptance, understanding, and assesment of deep learning implementation. This enables the creation of active and meaningful learning through student involvement, the use of concrete and digital media, and the teacher’s role as a facilitator.. The teacher also demonstrated a good understanding of the principles of mindful, meaningful, and joyful learning, which was reflected in their teaching practices.