Teacher Readiness for Deep lerning-Based Instruction at State Elementary School 119/I Rengas IX, Pulau Village, Muara Tembesi District, Batang Hari Regency

Abstract

This study examines teacher readiness for Deep lerning-based instruction at State Elementary School (SD Negeri) 119/1 Rengas IX, Pulau Village, Muara Tembesi District, Batang Hari Regency. Observations conducted at schools in the Rambutan Masam area specifically SD Negeri 119/I Rengas IX, SD Negeri 007/I Pulau, and SD Negeri 058/I Rambutan Masam revealed that teachers understand the Deep lerning curriculum and have implemented it, though they still face challenges in its application; they also recognize that the Deep lerning curriculum differs from previous ones. A qualitative method was employed, with classroom teachers serving as key informants and the school principal as a supporting informant regarding readiness to implement Deep lerning curriculum teaching modules. The research findings indicate the following: regarding cognitive readiness, teachers possess a foundational understanding of the Deep lerning concept and have participated in various training activities supporting its implementation. However, the implementation of Deep lerning in instruction still requires a process of adjustment and further deepening, as this approach remains relatively new to school educational practices. Regarding physical readiness, teacher readiness to implement Deep lerning instruction is still in the adaptation phase. Key factors influencing this readiness include the demands of preparing instructional materials, adjusting to the new teaching approach, and increased teacher workload during the initial implementation stage. Regarding psychological readiness, teacher readiness to implement the Deep lerning curriculum is influenced by factors such as a positive attitude toward curriculum change, motivation for continuous professional growth, and the ability to adapt to changes in education policy. Regarding financial and material readiness, school facilities and infrastructure are sufficiently adequate to support the teaching and learning process. Despite some limitations, existing facilities are capable of effectively supporting instruction. With adequate, well-maintained, and effectively utilized facilities and infrastructure, it is expected that the learning process can proceed more optimally. Challenges in implementing deep lerning instruction stem not only from the teachers' lesson planning but are also influenced by factors such as student readiness, resource limitations, and instructional administration systems that are still undergoing adjustment.