Analysis of Challenges Faced by English Teachers at SMP Islam Sidoarjo in Implementing Deep Learning within Merdeka Curriculum

Abstract

Deep Learning has been promoted as a student-centered approach to foster meaningful, mindful, and joyful learning within the Merdeka Curriculum. However, its implementation in English language teaching remains underexplored, particularly regarding teachers’ understanding, perceptions, and the practical challenges encountered in classroom practice. This study aimed to examine English teachers’ understanding of Deep Learning, investigate their perceptions of its implementation, and explore the challenges they faced in applying the approach. This study employed a descriptive qualitative research design involving a school principal, a vice principal for curriculum affairs, and three English teachers at SMP Islam Sidoarjo. Data were collected using interviews, observations, questionnaires, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings showed that the teachers demonstrated a good understanding of Deep Learning as an approach emphasizing meaningful, mindful, and joyful learning. They also expressed highly positive perceptions, with all three teachers obtaining an average questionnaire score of 89.33%. Nevertheless, the implementation was constrained by challenges related to designing meaningful learning activities, preparing Deep Learning-based lesson plans, adapting English materials, managing student-centered classrooms, limited instructional time, diverse student characteristics, limited facilities, assessing deep understanding, and administrative workload. The study concludes that although English teachers possess positive understanding and perceptions of Deep Learning, addressing these implementation challenges is essential to optimize its effectiveness in English language teaching.