ELEMENTARY SCHOOL TEACHERS^ PERCEPTIONS OF THE IMPLEMENTATION OF DEEP LEARNING IN THE LEARNING PROCESS Serlita Nazwa Nilu (a), Julia Anis Handayani (b), Candra Tri Utami (c*), Awalina Barokah (d), Aina Zahra Nisa (e), Dinda Tri Oktavia (f)
Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia
Abstract
This study aims to analyze elementary school teachers^ perceptions of the implementation of deep learning in the learning process. The background of this research is the need for meaningful, student-centered learning that encourages critical thinking and active student involvement. This study used a descriptive quantitative approach with 50 elementary school teachers as respondents. Data were collected through questionnaires, observations, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that teachers^ perceptions and implementation of deep learning were in the good category, with an average score of 3.29 and a percentage of 82.23%. Most teachers have understood the concept of deep learning and have begun to apply it through student-centered learning, active discussions, and higher order thinking skills (HOTS)-based tasks. However, the implementation has not been fully optimal due to several obstacles such as limited time, lack of training, and limited learning facilities. In conclusion, the implementation of deep learning has shown positive results, but still requires continuous improvement to achieve optimal learning outcomes.
Keywords: deep learning- elementary school- process- teacher perperaciton
