Identifikasi kesulitan guru IPA SMA dalam penerapan pembelajaran mendalam

Abstract

Deep learning is an approach that encourages students to think critically, creatively, and reflectively about complex learning concepts. However, its implementation often faces challenges in planning, implementation, and evaluation. This study aims to identify the difficulties experienced by high school biology teachers in Muaro Jambi Regency in implementing deep learning. This study used a qualitative descriptive approach involving 20 biology teachers from various high schools in Muaro Jambi Regency. Data were collected through semi-structured interviews, classroom observations, and document analysis of learning materials. The results revealed several key difficulties for teachers: teachers did not fully understand the concept of deep learning, teachers still struggled to design activities that aligned with the principles of deep learning (meaningful, conscious, and enjoyable), and teachers still struggled to assess students' higher-order thinking skills, which is the main goal of implementing the deep learning approach. Furthermore, external factors such as limited laboratory facilities and teacher competence in guiding practicums, as well as learning time, also posed challenges. The findings of this study indicate the need for mentoring programs for teachers to strengthen their competence in implementing deep learning.