PENERAPAN PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN DAN KOMPETENSI PROFESIONAL GURU UNTUK MENINGKATKAN MUTU PEMBELAJARAN DI SDN 18 GUNUNG AGUNG

Abstract

Learning quality in elementary schools still faces challenges in the form of entrenched conventional learning paradigms and teachers' limited understanding of the deep learning approach. This study aims to describe the implementation of the Deep Learning approach and teachers' professional competence in improving learning quality at SDN 18 Gunung Agung. This study employs a qualitative approach with a descriptive design and a case study method. Data collection was conducted through observation, in-depth interviews, and documentation, involving the principal, teachers, and students as data sources. Data analysis follows the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing, validated through technique and source triangulation as well as member checking. The results indicate that the implementation of the Deep Learning approach has transformed learning through the integration of three main dimensions: Mindful Learning, which builds students' mental readiness and reflection; Meaningful Learning, which connects the material to real-life contexts; and Joyful Learning, which creates an enjoyable learning atmosphere through the utilization of technology and interactive media. Teachers' professional competence serves as a catalyst for this transformation through their ability to design differentiated learning, integrate technology pedagogically, implement authentic assessment, conduct continuous reflection, and build professional learning communities. Obstacles such as the diversity of student characteristics, time constraints, and technology infrastructure were addressed through differentiated learning, the utilization of formative assessment, and strengthened collaboration through Teacher Working Groups (KKG). This study concludes that the synergy between the Deep Learning approach and teachers' professional competence significantly enhances learning quality, as evidenced by the development of Higher Order Thinking Skills, active participation, and the holistic competence of students.

ABSTRAK

Mutu pembelajaran di sekolah dasar masih menghadapi tantangan berupa paradigma pembelajaran konvensional yang mengakar dan pemahaman guru yang terbatas terhadap pendekatan pembelajaran mendalam. Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Deep Learning dan kompetensi profesional guru dalam meningkatkan mutu pembelajaran di SDN 18 Gunung Agung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif dan metode studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan kepala sekolah, guru, dan peserta didik sebagai sumber data. Analisis data mengikuti model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan yang divalidasi melalui triangulasi teknik dan sumber serta member check. Hasil penelitian menunjukkan bahwa penerapan pendekatan Deep Learning telah mentransformasi pembelajaran melalui integrasi tiga dimensi utama: Mindful Learning yang membangun kesiapan mental dan refleksi peserta didik, Meaningful Learning yang mengaitkan materi dengan konteks kehidupan nyata, dan Joyful Learning yang menciptakan suasana belajar menyenangkan melalui pemanfaatan teknologi dan media interaktif. Kompetensi profesional guru berperan sebagai katalisator transformasi melalui kemampuan merancang pembelajaran berdiferensiasi, mengintegrasikan teknologi secara pedagogis, menerapkan asesmen autentik, melakukan refleksi berkelanjutan, dan membangun komunitas belajar profesional. Kendala berupa keberagaman karakteristik peserta didik, keterbatasan waktu, dan infrastruktur teknologi diatasi melalui pembelajaran berdiferensiasi, pemanfaatan asesmen formatif, serta penguatan kolaborasi melalui Kelompok Kerja Guru. Penelitian ini menyimpulkan bahwa sinergi antara pendekatan Deep Learning dan kompetensi profesional guru secara signifikan meningkatkan mutu pembelajaran yang ditandai dengan berkembangnya Higher Order Thinking Skills, partisipasi aktif, dan kompetensi peserta didik secara holistik.