Teachers’ and Students’ Perceptions of the Implementation of Deep Learning as a Learning Innovation in Indonesian Language Subjects at Junior High School

Abstract

Deep learning in education emphasizes meaningful, mindful, and joyful learning experiences that encourage students’ understanding, engagement, and reflection. This study aims to describe teachers’ and students’ perceptions of the implementation of deep learning in Indonesian language learning at MTs Nurul Yakin, Gorontalo City. This study employed a descriptive qualitative approach. Data were collected through questionnaires, interviews, observations, and documentation. The participants consisted of two Indonesian language teachers and twelve students, with six students selected purposively for interviews. Data were analyzed through thematic analysis to identify patterns of perception and learning experiences. The findings reveal that teachers and students generally have positive perceptions of deep learning implementation. Teachers perceive that learning should move beyond content mastery by encouraging students to understand texts, express ideas, collaborate, solve problems, and reflect on their learning. Students also reported positive experiences in meaningful learning, mindful learning, joyful learning, critical thinking, and collaboration. However, challenges remain, particularly regarding limited learning time, diverse student abilities, and the need for stronger reflective activities.The study concludes that deep learning can support contextual, interactive, and student-centered Indonesian language learning in madrasah settings.