Teachers' perceptions of deep learning at SMK Wikarya Karanganyar: a phenomenological study

Abstract

Abstrak: Pembelajaran mendalam menjadi salah satu pendekatan yang semakin mendapat perhatian dalam dunia pendidikan, khususnya pada pendidikan vokasi yang menekankan pengembangan kemampuan berpikir kritis, pemecahan masalah, dan pemahaman konseptual yang bermakna. Implementasinya di sekolah masih dipengaruhi berbagai faktor, termasuk persepsi guru sebagai pelaksana utama pembelajaran. Penelitian ini bertujuan untuk (1) mengetahui persepsi guru SMK Wikarya Karanganyar tentang pembelajaran mendalam, (2) mengidentifikasi faktor-faktor yang memengaruhi persepsi tersebut, dan (3) menggali pengalaman guru dalam menerapkannya di kelas. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Informan penelitian berjumlah lima orang guru. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan studi dokumen, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke. Hasil penelitian menunjukkan bahwa (1) guru memaknai pembelajaran mendalam sebagai pembelajaran bermakna yang mengaitkan materi dengan konteks nyata; (2) persepsi guru dipengaruhi faktor internal, karakteristik siswa, dan lingkungan sekolah; serta (3) pengalaman guru diwujudkan melalui pembelajaran aktif, tugas berbasis proyek, refleksi, dan penyesuaian strategi pembelajaran.

Kata kunci: pemahaman konseptual; pendidikan vokasi; pengembangan profesional pendidik; refleksi pedagogis

Abstract: Deep learning is an instructional approach receiving increasing scholarly and policy attention, particularly in vocational education, which emphasizes critical thinking, problem-solving, and meaningful conceptual understanding. Its implementation remains shaped by contextual factors, most notably teachers' perceptions as primary classroom agents. This study aimed to (1) examine teachers' perceptions of deep learning at SMK Wikarya Karanganyar, (2) identify the factors shaping those perceptions, and (3) explore teachers' lived experiences of implementing it in the classroom. A qualitative phenomenological approach was employed. Five teachers were selected as primary informants through purposive sampling. Data were gathered via semi-structured in-depth interviews, classroom observations, and document analysis, then analyzed using Braun and Clarke's thematic analysis framework. The findings reveal that (1) teachers interpret deep learning as instruction that connects subject matter to real-life and occupational contexts; (2) perceptions are influenced by internal professional factors, student characteristics, and the school environment; and (3) teachers' experiences are manifested through active learning, project-based tasks, reflective practices, and adaptive instructional strategies. These findings carry theoretical and practical implications for vocational teacher professional development programs and school-level instructional policy.

Keywords: conceptual understanding; reflective practice; teacher professional development; vocational education