Persepsi, praktik, dan kebutuhan guru terhadap pendekatan deep learning dalam pembelajaran Bahasa Indonesia di sekolah menengah pertama Teacher perceptions, practices, and need towards the deep learning approach in Indonesian language learning in junior high school
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Abstract
This study aims to (1) map the actual conditions of learning and (2) describe the needs of teachers for the development of Indonesian language learning models based on the deep learning approach. The research design uses descriptive qualitative with sample selection using proportional stratified random sampling techniques for schools in Yogyakarta City. Data collection techniques through observation, questionnaire documents, and interviews. Furthermore, data analysis with (1) data condensation, (2) data presentation, and (3) drawing conclusions. Based on the results of the study, the following conclusions were obtained: (1) current Indonesian language learning is still lacking in reading activities and faces challenges in the form of low student interest and involvement in reading activities. Teachers assess the need for efforts to increase motivation and reading comprehension through more interesting and contextual strategies. (2) Based on the needs analysis, learning tools need to be designed to: (a) improve critical and reflective thinking skills through meaningful reading activities, (b) optimize digital and multimodal media to strengthen motivation and reading comprehension, (c) Provide space for teachers as creative facilitators in adapting learning to student interests, and (d) foster reflective habits.
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Suryaman, M., Dianastiti, F. E., Putri, T. K. W., & Safitri, R. N. (2026). Persepsi, praktik, dan kebutuhan guru terhadap pendekatan deep learning dalam pembelajaran Bahasa Indonesia di sekolah menengah pertama. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 175-186. https://doi.org/10.30872/diglosia.v9i1.1806
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Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Diputera, A. M. (2024). Memahami konsep pendekatan deep learning dalam pembelajaran anak usia dini yang meaningful, mindful dan joyful: Kajian melalui filsafat pendidikan. Bunga Rampai Usia Emas (BRUE), 10(2), 108–120. https://doi.org/10.24114/jbrue.v10i2.67168
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin Press.
Hermes, J., & Rimanoczy, I. (2018). Deep learning for a sustainability mindset. International Journal of Management Education, 16(3), 460–467. https://doi.org/10.1016/j.ijme.2018.08.001
Jasmin, Srimularahmah, A., & Asdar, M. (2025). Integrasi pembelajaran berbicara melalui pendekatan deep learning berbasis cerita rakyat Bone pada siswa kelas VII SMP Negeri 1 Bengo. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 375–380. https://journal.unpas.ac.id/index.php/pendas/article/view/36468
Jhala, M., & Mathur, J. (2019). The association between deep learning approach and case based learning. BMC Medical Education, 19(1), 17–20. https://doi.org/10.1186/s12909-019-1516-z
Krauss, J., & Boss, S. (2014). Thinking through project-based learning: Guiding deeper inquiry. SAGE Publications Inc.
Meitifazahra, A., Suryaman, M., & Wachyudi, K. (2023). Bibliometric analysis: E-book and reading comprehension in EFL in the last decade. EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi, 10(1), 22–42. https://doi.org/10.47668/edusaintek.v10i1.638
Munajah, R., Sumantri, M. S., & Yufiarti, Y. (2023). Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills. South African Journal of Childhood Education, 13(1), 1–8. https://doi.org/10.4102/sajce.v13i1.1314
Nafisah, Y., Cahyani, I., Mulyati, Y., & Sastromiharjo, A. (2025). Peta riset modul ajar digital dalam pembelajaran membaca: Analisis bibliometrik dalam satu dekade. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(4), 807–820. https://doi.org/10.30872/diglosia.v8i3.1389
Nugraha, H. S., Sutisna, A., Garsela, F., Sari, E. E., & Dzakiah, S. N. (2025). Penerapan media augmented reality dalam pembelajaran tata krama bahasa Sunda pada siswa SMP Alfa Centauri Kota Bandung. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 459–472. https://doi.org/10.30872/diglosia.v8i2.1202
Pramesti, U. D., Anshori, D. S., Mulyati, Y., & Sastromiharjo, A. (2025). Dampak integrasi pendekatan heutagogi dan e-learning dalam model flipped classroom terhadap kemampuan, strategi, dan motivasi membaca. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(3), 509–520. https://doi.org/10.30872/diglosia.v8i2.1241
Prasandha, D., Hastawan, A. F., Dianastiti, F. E., & Puspitasari, D. (2025). Prinsip pengembangan media berdiferensiasi berbasis TPACK sebagai aksentuasi keterampilan berbahasa produktif. Indonesian Journal of Education and Learning, 8(1), 94–103. https://doi.org/10.31002/ijel.v8i1.2379
Purwanto, J., Nurhidayati, N., Faizah, U., Rifki, I., & Permataningtyas, D. (2025). Pengembangan model pembelajaran berbasis deep learning untuk peningkatan keterampilan berbicara peserta didik SMP Muhammadiyah Purworejo. Jurnal Pendidikan Modern, 4(1), 45–56. https://doi.org/10.55606/jurribah.v4i1.4744
Susanto, D. A., Bimo, D. S., & Pinandhita, F. (2025). Peningkatan kompetensi guru SMP dalam menerapkan deep learning pada pembelajaran bahasa Inggris melalui pendekatan discourse-based teaching. Jurnal Pengabdian Masyarakat, 1(2), 76–86. https://ijest.id/index.php/ijest/article/download/14/14
Wu, P., & Wang, Z. (2025). The impact of the student perception of teacher talk on student language learning attainment. BMC Psychology, 13(1), Article 250. https://doi.org/10.1186/s40359-025-02508-3
Wu, X. Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1), 1–25. https://doi.org/10.1007/s10639-023-12307-1
Yu, X. (2025). Language teachers’ perceptions and acceptance of educational robotics for classroom integration. Smart Learning Environments, 12(1), 1–13. https://doi.org/10.30935/cedtech/15637