Analysis of Readiness for Implementing the Deep Learning Approach in Grade V Instruction at SDN Karangtengah 4, Blitar City

Mahmada Assyifa, Surayanah Surayanah, Putri Ramadhani, Riska Cahya Arum Sari, Muhammad Yahya Maulida Fahmi

Abstract


Implementing a deep learning approach at the primary school level requires the readiness of various school components to ensure meaningful and student-centered learning. This study aims to analyze the readiness for implementing a deep learning approach in Grade V at SDN Karangtengah 4, Blitar City, examining learning conditions, teacher and student readiness, institutional support, and facilities. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, observations, and documentation involving the school principal, Grade V teachers, and students. Data validity was verified through source and technique triangulation, while analysis involved data reduction, presentation, and conclusion drawing and verification. The results indicate that the school is at an initial stage of readiness to implement the deep learning approach. This is evidenced by the principal’s and teachers’ openness to innovation and students’ positive responses to discussions, projects, hands-on activities, and visual media. However, challenges include limited teacher understanding and training, administrative burdens, varying student abilities, and suboptimal supporting facilities. Parental support and available resources serve as potential assets. Therefore, implementation should be conducted gradually through enhancing teacher competence, developing adaptive learning, optimizing facilities, strengthening institutional support, and fostering collaboration with parents.

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