Exploring The Role of Student Digital Readiness in The Effectiveness of Deep Learning Implementation in English Language Learning at SMA N 4 Pontianak: A Qualitative Study

Abstract

The implementation of the deep learning approach in Indonesia’s Kurikulum Merdeka faces challenges due to unequal levels of students’ digital readiness, which may hinder the achievement of the eight dimensions of the Graduate Profile. This qualitative case study examines how digital readiness influences the effectiveness of deep learning in English language learning at SMA Negeri 4 Pontianak. The research utilized purposive sampling to select participants who represented a spectrum of digital readiness levels. The participants included 24 Grade XI students, 3 English teachers, and 2 school administrators. Data were collected through interviews, document analysis, and classroom observations across 20 sessions. Thematic analysis using the Miles, Huberman, and Saldaña framework revealed that digital readiness plays a crucial role in determining deep learning success. Findings showed an average 61% learning gap between students with high (35%) and low (25%) levels of digital readiness, indicating that digital readiness acts as a potent mediating variable. The development of critical reasoning and creativity was strongly affected by access to digital tools, while faith/piety and citizenship grew independently of technology. Adaptive strategies, such as differentiated instruction and Hybrid Learning Scaffolding, helped reduce the extraneous cognitive load (Lamasano & Sohilait, 2025) and digital divide. The study concludes that localized strategies are insufficient to overcome this national systemic challenge, and recommends establishing national standards for digital readiness, developing equity-based educational funding, and integrating advanced digital literacy into the national curriculum to ensure inclusive and effective implementation of Kurikulum Merdeka for all students.