KOMPETENSI PEDAGOGIS GURU DALAM IMPLEMENTASI DEEP LEARNING DI SEKOLAH DASAR

Abstract

This study aims to identify and analyze the pedagogical competencies of elementary school teachers in implementing deep learning. The analysis focuses on teachers’ understanding of deep learning characteristics, their ability to design and implement contextual, inquiry-based, and reflective instruction, and their competence in integrating digital technologies. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review included ten relevant scholarly articles published between 2021 and 2026. Data were collected using a literature-selection documentation sheet and analyzed through qualitative-descriptive synthesis to map findings across studies. The results indicate that teachers’ pedagogical competence is a key determinant of successful deep learning implementation. Teachers are expected to act as facilitators capable of designing adaptive and problem-based learning experiences. Although teachers generally demonstrate positive perceptions, significant challenges remain, particularly in their limited mastery of Technological Pedagogical Content Knowledge (TPACK) and readiness to integrate artificial intelligence (AI) into classroom instruction. The study recommends strengthening intensive academic supervision and providing continuous professional development to foster synergy between technology and innovative teaching methods, thereby creating genuinely student-centered learning.