Dinamika Self-Efficacy Guru Sekolah Dasar Swasta Jakarta Selatan dalam Pelaksanaan Pembelajaran Berbasis Pendekatan Deep Learning
Keywords:
deep learning, teacher self efficacy, learning implementationAbstract
This study aims to examine the dynamics of teacher self-efficacy in implementing learning based on a deep learning approach in private elementary schools. The primary objective is to address the limitations of previous research. The study employs a multi-site case study design with a qualitative approach. Data were collected through classroom observations, semi-structured interviews with 10 classroom teachers and 2 school leaders, and document analysis of lesson plans and teaching modules. Data analysis was conducted using the Miles, Huberman, and Saldana model. The findings indicate that teacher self-efficacy is significantly influenced by previous mastery experiences, the quality of professional development, school leadership support, and the availability of learning resources. This research confirms that the success of deep learning requires not only pedagogical competence but also psychological readiness and a supportive school environment. Limitations of this study include the limited number of sites and the urban private school context, which restricts generalizability; however, the findings provide important implications for strengthening teacher self-efficacy through leadership support and more targeted training.
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