Teachers’ Strategies For Implementing A Deep Learning Approach Based On Mindful, Meaningful And Joyful Learning In Primary Schools

Dhiya Nasywa; Surayanah Surayanah

Teachers’ Strategies For Implementing A Deep Learning Approach Based On Mindful, Meaningful And Joyful Learning In Primary Schools

Dhiya Nasywa, Surayanah Surayanah

Abstract

The Deep Learning approach in education emphasises mindful, meaningful and joyful learning to encourage active engagement and deep understanding among pupils. The success of implementing this approach is greatly influenced by teachers’ ability to design, deliver and evaluate learning in line with pupils’ characteristics. This study aims to describe and analyse teachers’ strategies in implementing a Deep Learning approach based on mindful, meaningful and joyful learning in primary schools. The study employed a descriptive qualitative approach and was conducted at UPT SD Negeri Gaprang 01. Data were collected through observation, interviews with the headteacher, teachers and pupils, and documentation. The data were analysed through data reduction, data presentation and drawing of conclusions. The results of the study indicate that mindful learning strategies were implemented by taking into account pupils’ readiness to learn, building focus and awareness of learning, posing prompting questions, and conducting reflection. The ‘meaningful learning’ strategy was applied by linking the subject matter to pupils’ everyday experiences through problem-based learning, simple projects, experiments, observations and discussions. Meanwhile, the ‘joyful learning’ strategy was implemented through educational games, ice-breakers, interactive media, experiments and group activities. Evaluation was carried out by assessing both the learning process and outcomes through observation, reflection, projects, presentations and portfolios. The implementation of these approaches is supported by the Learning Community, KKG, supervision, and guidance from the headteacher. Although there are challenges such as differences in pupils’ abilities, time constraints, and limited facilities, the strategies applied by teachers have succeeded in creating learning that is more pupil-centred, contextual, and interactive.

Full Text:

PDF

References

Annisa Rara Ningrum, Ola Auladina, S. N. A. (2026). Tantangan implementasi pembelajaran mendalam pada pendidikan dasar. 11.

Azizah, N., Rudiyati, S., & Evans, D. (2024). Elementary teachers ’ pedagogical competencies in supporting students with learning difficulties. 13(2), 723–730. https://doi.org/10.11591/ijere.v13i2.26345

Evans, W., Gable, R. A., & Habib, A. (2021). education sciences Lessons from the Past and Challenges for the Future : Inclusive Education for Students with Unique Needs.

Félix, T., Melgarejo, V., Mariela, L., Atanacio, M., Isaac, A., Leandro, C., Ketty, L., Faustino, B., Toribia, J., & Chavez, G. (2024). The 5E instructional model in the meaningful learning of science and technology. November, 1–7. https://doi.org/10.3389/feduc.2024.1435530

Flood, M., & Banks, J. (2021). education sciences Universal Design for Learning : Is It Gaining Momentum in Irish Education ?

Huttunen, I., Upadyaya, K., & Salmela-aro, K. (2024). Longitudinal associations between adolescents ’ social-emotional skills , school engagement , and school burnout. Learning and Individual Differences, 115(February), 102537. https://doi.org/10.1016/j.lindif.2024.102537

Indra, P., Priyadi, A. T., & Muskania, R. T. (2026). Development of Ethnoscience-Based Digital Student Worksheets to Improve Scientific Literacy and Critical Thinking Skills of Elementary School Students. 5(3), 4253–4274.

Kaspar, K. L., & Massey, S. L. (2023). Implementing Social ‑ Emotional Learning in the Elementary Classroom. Early Childhood Education Journal, 51(4), 641–650. https://doi.org/10.1007/s10643-022-01324-3

Kauffman, J. M. (2021). education sciences The Promises and Limitations of Educational Tiers for Special and Inclusive Education.

Li, P., Mayer, D., & Malmberg, L. (2024). Student engagement and teacher emotions in student-teacher dyads : The role of teacher involvement. Learning and Instruction, 91(November 2023), 101876. https://doi.org/10.1016/j.learninstruc.2024.101876

Rahmawati, Y., Luthfi, N., Herianingtyas, R., Jakarta, U. N., & Yogyakarta, U. N. (2025). Pembelajaran mendalam: Transformasi pembelajaran menuju pendidikan bermutu untuk semua. 17, 1–16.

Rapisa, D. R. (2026). Teacher Competency in Practicing Inclusive Education : A Systematic Review. 20(2), 57–73.

Ru, Y., Fung, K., Sin, K., & Qing, Y. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era : Effects on teacher competence , self-efficacy , and work well-being. Teaching and Teacher Education, 168(April), 105230. https://doi.org/10.1016/j.tate.2025.105230

Rusconi, L., Squillaci, M., & Mainardi, M. (2026). Effects of a neuroscience-informed universal design for learning training on the development of inclusive teaching competencies : a quasi-experimental study. March. https://doi.org/10.3389/feduc.2026.1782074

Santosa, M. H., Kusuma, I. P. I., Gd, L. U. H., & Budiarta, R. (2026). Investigating the role of mindful, meaningful, and joyful learning in promoting deep learning in AI-based language learning. 103446.

Scipio, D., Greenberg, D., Keifert, D.T. and Lee, S. . (2026). Pedagogies of Joy;) A Leap to Joy-Centered Critical Design. Science Education.

Smaldino, S. E. (2019). Instructional Technology and Media for Learning.

Wang, X., Niu, J., Fang, B., Han, G., & He, J. (2025). Empowering teachers ’ professional development with LLMs : An empirical study of developing teachers ’ competency for instructional design in blended learning. 165(May).

Wibowo, G., & Gunawan, D. (2025). Implementasi pendekatan Deep Learning dalam meningkatkan kualitas pembelajaran di sekolah dasar. Pendas, Vol. 10 No.

Wood, S., Stocker, K., Sharma, U., Leif, E., Wood, S., Stocker, K., Sharma, U., A, E. L., Wood, S., & Leif, E. (2026). A scoping review of the components of effective teacher in-service professional development in inclusive education. International Journal of Inclusive Education, 30(8), 1879–1908. https://doi.org/10.1080/13603116.2025.2554251Annisa Rara Ningrum, Ola Auladina, S. N. A. (2026). Tantangan implementasi pembelajaran mendalam pada pendidikan dasar. 11.