Title: Teachers' Perceptions Of The Implementation Of A Deep Learning Based Curriculum In Social Studies At State Junior High School Sukorambi, Jember
Authors: Nada Febrianti Kusuma
Volume: 9
Issue: 11
Pages: 88-92
Publication Date: 2025/11/28
Abstract:
This study aims to analyze teachers' perceptions of the implementation of a Deep Learning-based curriculum in Social Studies (IPS) instruction at SMPN Sukorambi, Jember Regency. The research employed a phenomenological qualitative approach, involving eight Social Studies teachers as key participants. Data were collected through in-depth interviews, participant observation, and document analysis. Data were analyzed thematically using reduction, categorization, and meaning interpretation procedures. The results reveal that teachers hold positive perceptions of the Deep Learning-based curriculum, as it is considered capable of developing students' critical, collaborative, and reflective thinking skills. However, its implementation remains limited due to technical challenges such as insufficient digital infrastructure, limited instructional time, and varying levels of teacher and student readiness. Teachers also highlighted the need for support in the form of practical training, professional mentoring, and the provision of contextual teaching materials. This study emphasizes that the successful implementation of a Deep Learning-based curriculum in Social Studies learning is not solely dependent on policy design, but also on teachers' perceptions, readiness, and pedagogical capacity as agents of change. The implications suggest the need for continuous professional development and institutional support to ensure effective and sustainable application of Deep Learning principles in junior high schools.