Tantangan yang dihadapi guru SD dalam menerapkan pendekatan deep learning

Abstract

This study aims to analyze the challenges faced by primary school teachers in implementing the deep learning approach. This approach emphasizes conceptual understanding, critical thinking, problem-solving, collaboration, reflection, and the contextual application of knowledge. The study employed a literature review method by examining scholarly literature on the challenges faced by teachers in implementing the deep learning approach in primary education. The data sources consisted of relevant journal articles, conference proceedings, and academic publications selected based on topic relevance, full-text availability, and their discussion of challenges, teacher readiness, and learning implementation. The data were analyzed thematically through the stages of selection, in-depth reading, categorization, comparison, and synthesis of findings across articles. The review findings indicate that the main challenges faced by teachers include limited understanding and competence in implementing deep learning, insufficient practical and continuous training, limited instructional time, heavy administrative workloads, and difficulties in managing classrooms and adapting strategies to the curriculum. In addition, variations in student readiness, gaps in early literacy, limited facilities, digital infrastructure, and learning resources also hinder the implementation of creative, contextual, exploratory, and student-centered learning. Classroom instruction tends to remain dominated by lecture-based methods, while discussion, reflection, differentiated learning, and authentic assessment have not been implemented consistently. These findings confirm that the success of this approach depends not only on teachers’ individual readiness but also on curriculum flexibility, school culture, and education policies that consistently and sustainably support innovation. Therefore, practice-based teacher training, improved digital literacy, the provision of facilities and teaching modules, administrative simplification, strengthened authentic assessment, and collaboration among schools, governments, parents, and stakeholders are necessary. Such systemic support is essential to ensure that deep learning can be implemented meaningfully and sustainably in primary schools.