Implementasi Deep Learning dalam Pembelajaran Bahasa Indonesia di Sekolah Dasar Terpencil: Strategi Guru Mengatasi Keterbatasan Sarana di Nusa Tenggara Timur
DOI:
https://doi.org/10.21009/parameter.382.01Keywords:
deep learning, Indonesian language learning, remote areas, critical literacy, 21st century skillsAbstract
This study aims to describe the implementation of deep learning in Indonesian language learning in elementary schools (SD) in East Nusa Tenggara (NTT). The study used a descriptive qualitative approach with two teachers, one lower grade teacher and one upper grade teacher, selected purposively. Data were collected through semi-structured interviews, observation of learning activities through documentation, and analysis of teaching modules and student work. The results showed that teachers understood deep learning as learning that emphasizes conceptual understanding, reflection, material relevance, and application in real situations. The implementation of deep learning was carried out through activities such as writing about personal experiences, text analysis, group discussions, creative projects, and presentations of student work. Despite obstacles such as limited ICT facilities, internet access, variations in student abilities, and preparation time, teachers were able to adapt learning strategies by utilizing local resources, adjusting the level of material difficulty, and facilitating collaboration between students. The implementation of this strategy not only improves students' understanding, but also develops higher-order thinking skills, collaboration, and 21st-century skills. This study confirms that the success of deep learning in remote schools is highly dependent on teachers' pedagogical competence, creativity, and contextual learning design, and provides guidance for teachers and policymakers in creating meaningful learning in areas with limited resources.
Abstrak
Studi ini bertujuan untuk mendeskripsikan implementasi pembelajaran mendalam dalam pembelajaran bahasa Indonesia di sekolah dasar (SD) di Nusa Tenggara Timur (NTT). Studi ini menggunakan pendekatan kualitatif deskriptif dengan dua guru, satu guru kelas bawah dan satu guru kelas atas, yang dipilih secara purposif. Data dikumpulkan melalui wawancara semi-terstruktur, observasi kegiatan pembelajaran melalui dokumentasi, dan analisis modul pengajaran dan karya siswa. Hasil penelitian menunjukkan bahwa guru memahami pembelajaran mendalam sebagai pembelajaran yang menekankan pemahaman konseptual, refleksi, relevansi materi, dan aplikasi dalam situasi nyata. Implementasi pembelajaran mendalam dilakukan melalui kegiatan seperti menulis tentang pengalaman pribadi, analisis teks, diskusi kelompok, proyek kreatif, dan presentasi karya siswa. Meskipun terdapat kendala seperti keterbatasan fasilitas TIK, akses internet, variasi kemampuan siswa, dan waktu persiapan, guru mampu mengadaptasi strategi pembelajaran dengan memanfaatkan sumber daya lokal, menyesuaikan tingkat kesulitan materi, dan memfasilitasi kolaborasi antar siswa. Implementasi strategi ini tidak hanya meningkatkan pemahaman siswa, tetapi juga mengembangkan keterampilan berpikir tingkat tinggi, kolaborasi, dan keterampilan abad ke-21. Studi ini menegaskan bahwa keberhasilan pembelajaran mendalam di sekolah-sekolah terpencil sangat bergantung pada kompetensi pedagogis guru, kreativitas, dan desain pembelajaran kontekstual, serta memberikan panduan bagi guru dan pembuat kebijakan dalam menciptakan pembelajaran yang bermakna di daerah dengan sumber daya terbatas
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