English Teachers’ Perceptions of Implementing the Deep Learning Approach in Elementary Schools
No Thumbnail Available
Date
2025-11-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Program Studi Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo
Abstract
This study examines how elementary school English teachers perceive and implement
the deep learning approach, revealing generally positive views toward its potential to
enhance creativity, independence, and active student participation. Using a qualitative
case study design, the study involved interviews with fourteen teachers from rural
areas in the southern coast of Central Java and the Special Region of Yogyakarta.
Thematic analysis identified three key findings: (1) teachers value deep learning for
promoting mindful, meaningful, and joyful learning; (2) differences in teaching
experience, institutional support, and access to training lead to varied levels of
understanding and confidence; and (3) although most schools provide adequate
resources, their use remains limited due to insufficient technical guidance. Deep
learning emphasized in recent Indonesian curriculum reforms serves as an alternative
to traditional rote-based practices, yet its classroom application remains inconsistent.
The study concludes that clearer conceptual training, continuous professional
development, and stronger school support systems are essential for ensuring more
effective and consistent implementation of deep learning in elementary English
teaching