UNDERSTANDING TEACHERS’ KNOWLEDGE ABOUT DEEP LEARNING IN ENGLISH CLASSES AT SMA N 1 BENGKULU TENGAH

This qualitative study investigates the understanding and application of the Deep
Learning approach by English teachers at SMA N 1 Bengkulu Tengah. Deep
Learning, which emphasizes meaningful, mindful, and joyful learning, is a key
component of the national Merdeka Curriculum. The research focuses on exploring
how teachers comprehend this approach and how they implement it in their
classroom practices. A case study method was employed, with data collected
through in-depth interviews and documentation analysis involving two English
teachers. The findings reveal that the teachers possess a solid conceptual
understanding of Deep Learning and actively integrate its principles into their
teaching. They demonstrate this by designing lessons that connect material to
students' real-life contexts (meaningful learning), fostering student awareness and
focus (mindful learning), and creating an engaging and positive classroom
atmosphere (joyful learning). Nonetheless, this study is limited to a single school
context and does not further examine teachers’ broader knowledge of the Merdeka
Curriculum or the specific challenges they face in practicing the Deep Learning
approach. This research underscores the importance of teacher knowledge in
successfully implementing innovative educational approaches and provides
valuable insights for educators and policymakers in enhancing the quality of
English language instruction.
Keywords: Teacher Knowledge, Deep Learning, English Classes, Qualitative
Study, SMA N 1 Bengkulu Tengah