Readiness of Junior High School Educational Units in Implementing The Deep Learning Approach

Abstract

The implementation of the deep learning approach at the junior high school level is a strategic necessity to improve the quality of education and students' competencies holistically. The application of the deep learning approach at the junior high school level becomes an important need to enhance the quality of learning and the comprehensive development of student competencies. The deep learning approach emphasizes meaningful conceptual understanding, critical thinking, and active student engagement in the learning process. Through case studies conducted in several junior high schools, it was found that although there is a strong push to implement deep learning approaches, various challenges remain. These challenges include limited teacher knowledge and skills, inadequate infrastructure, insufficient managerial support, and assessment systems that are not aligned with the principles of deep learning. Therefore, this study aims to examine the readiness of junior high school education units in implementing the deep learning approach while also identifying the challenges encountered during the process.This research employed a quantitative descriptive method, with data collected through observations and questionnaires distributed to several junior high school principals as respondents. The sampling technique used was purposive sampling, in which principals were selected based on specific criteria such as the school’s accreditation level, the availability of learning facilities, and involvement in curriculum development or innovation programs. This approach ensured that the selected schools represented varying levels of readiness and contextual diversity.The questionnaire was designed using a combination of Likert-scale items, multiple-choice questions, and a small number of open-ended questions. The Likert-scale items assessed principals’ perceptions of teacher competence, infrastructure readiness, managerial support, and the alignment of assessment systems with the deep learning approach. The multiple-choice items captured general school characteristics, while the open-ended questions allowed respondents to elaborate on specific challenges or contextual factors. The instrument was validated by experts to ensure clarity, relevance, and reliability.The collected data were analyzed using descriptive statistical techniques, including frequency distribution, percentage analysis, and mean scores to illustrate the overall readiness level of the schools. Responses to the open-ended questions were analyzed using basic thematic analysis to identify recurring issues and contextual insights related to the implementation of deep learning. The findings show that although most education units recognize the importance of deep learning, significant barriers remain, particularly regarding principal training and the availability of adequate supporting facilities. The results show that although most educational units recognize the importance of implementing deep learning, several substantial constraints remain—particularly related to principal training and the availability of adequate supporting facilities. Based on the survey responses, 87.5% of principals agreed that deep learning is essential for improving students’ critical thinking and problem-solving skills. However, only 43.7% reported that their teachers had received sufficient training to implement deep learning effectively in classroom settings. In terms of infrastructure, 56.2% of respondents stated that their schools lacked adequate technological facilities—such as multimedia equipment, internet connectivity, and flexible learning spaces—required to support deep learning activities. Observational data also indicated that many classrooms were still arranged in traditional layouts, limiting opportunities for collaborative and inquiry-based learning. Managerial support emerged as another recurring issue. Although 75% of principals expressed commitment to strengthening deep learning implementation, only 31.2% reported having clear school-level policies or structured programs to facilitate the transition. Moreover, thematic analysis of open-ended responses revealed common challenges such as limited professional development opportunities, insufficient instructional supervision, and misalignment between assessment practices and deep learning principles. These findings highlight the gap between awareness and practical readiness, indicating that more targeted capacity-building efforts and infrastructure improvements are needed to ensure successful implementation of deep learning in junior high schools.Recommendations are provided to enhance the capabilities of school principals, improve facilities and infrastructure, and the Teaching and Learning Activities (KBM) process to support the implementation of more effective and meaningful learning at the junior high school level. The implementation of the deep learning approach at the junior high school level is a strategic necessity to improve the quality of Education and student competencies holistically. The application of the deep learning approach.