Behavior Culture Teacher Learning and Challenge Implementation Deep Learning Approaches in Schools Base Interior Subdistrict Boyan Tanjung, Kapuas Hulu Regency

Abstract

This qualitative case study is motivated by the persistence of a conventional and administratively-driven teacher learning culture in remote elementary schools of Kapuas Hulu, which remains misaligned with the Deep Learning orientation of the Merdeka Curriculum. The research problem concerns the limited transformation of teachers' mindsets and instructional practices toward Deep Learning, compounded by competence disparities, infrastructure limitations, and administrative workload. Therefore, this study aims to analyze teachers' learning culture behaviors and identify key challenges in implementing the Deep Learning approach in two remote elementary schools, as a basis for designing contextual transformation strategies. The study was conducted in two schools involving 13 teachers selected through purposive sampling. Data were gathered through classroom observations, in-depth interviews, and document analysis, and were analyzed thematically. Findings reveal a predominant administrative-oriented conventional teaching paradigm, with four major challenges: (1) significant teacher competence disparity, (2) inadequate technology infrastructure, (3) limited use of contextual learning environments, and (4) excessive administrative burdens. The study concludes that mindset transformation through professional learning communities, applied training, and creative technology integration is essential for achieving equitable education quality in remote areas.