Peran Guru dalam Menerapkan Pembelajaran Mendalam di Sekolah Dasar
DOI:
https://doi.org/10.53088/eej.v5i2.3771Keywords:
Deep Learning, Mindful, Meaningful, Joyful, Elementary SchoolAbstract
Background: Deep Learning is a pedagogical approach that is relevant to the implementation of the Merdeka Curriculum, particularly at the elementary school level. However, its success depends heavily on the role of teachers as facilitators. This article aims to analyze the role of teachers in applying the three main principles of Deep Learning—Mindful, Meaningful, and Joyful—in elementary schools.
Method: The method employed is a systematic literature review of seven relevant research articles.
Result: The results of the review indicate that teachers serve as guides for reflection to foster metacognitive awareness, designers of contextual learning experiences to create meaningful learning, and creators of a positive learning climate to foster joyful learning. Key supporting factors include the transformation of the teacher’s role, a culture of reflection, and cross-stakeholder collaboration, while inhibiting factors are teachers’ pedagogical readiness, limited digital resources, and time constraints.
Implication: The implications of this study underscore the need to strengthen teachers’ capacities and provide systemic support so that Deep Learning can be implemented optimally and sustainably in elementary schools.
Novelty: The novelty of this study lies in the holistic integration of the three principles of Deep Learning—mindfulness, meaningfulness, and enjoyment—into a single analytical framework for examining the role of teachers in elementary schools, a topic that has not been extensively addressed in a comprehensive manner in previous research
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