Teachers' challenges in implementing deep learning in elementary school instruction at SDN 118186 Bandar Selamat

Abstract

The implementation of Deep Learning in elementary education requires teachers to move beyond content transmission toward learning experiences that are mindful, meaningful, and joyful. However, translating these principles into consistent classroom practices remains challenging. This study aimed to examine teachers’ understanding, challenges, adaptive strategies, and contextual factors in implementing Deep Learning at SDN 118186 Bandar Selamat, North Sumatra. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation involving teachers and the principal as key participants. Data were analyzed thematically through the stages of data familiarization, coding, theme development, review, definition, and interpretation. Data trustworthiness was established through source and technique triangulation, member checking, peer discussion, and an audit trail. The findings indicate that teachers generally understand Deep Learning as an approach that emphasizes deeper understanding, active engagement, critical thinking, reflection, and connections between learning and students’ real-life experiences. Nevertheless, a significant gap remains between teachers’ conceptual understanding and its consistent pedagogical implementation. The main challenges involve designing meaningful learning activities, integrating mindful, meaningful, and joyful learning, conducting reflective and authentic assessment, managing instructional time and workload, and utilizing limited learning facilities and resources. The findings also show that teachers adapt by utilizing students’ experiences, the school environment, concrete objects, local contexts, and available learning resources rather than relying exclusively on digital technology. The study concludes that the implementation of Deep Learning is a process of pedagogical adaptation requiring alignment among conceptual understanding, planning, classroom implementation, and assessment, supported by continuous professional development, mentoring, collaborative planning, and school-level institutional support.