Implementation Of Digital Technology-Based Deep Learning in Elementary Schools: A Qualitative Study of Teacher Strategies and School Policies

• Diki Riyadi

  Indonesia University of Education

  Author

• Izzah Muyassaroh

  Indonesia University of Education

  Author

Technological developments in the digital era have brought significant transformations in the world of education, but learning in elementary schools is still largely focused on achieving grades without experiencing a deep and meaningful learning process. Deep learning has emerged as an alternative learning approach that emphasizes comprehensive conceptual understanding, contextual learning, and the development of 21st-century skills. This study aims to explore the learning strategies implemented by teachers, identify supporting school policies, investigate the obstacles faced, and design solutions for implementing digital technology-based deep learning in elementary schools. The study used a qualitative approach with a case study method. The research subjects were teachers, principals, and vice principals in the curriculum field who were selected using a purposive sampling technique with the principle of data saturation. Data collection was carried out through participant observation, semi-structured interviews, and documentation. Data validity was guaranteed through technical triangulation and source triangulation. Data analysis used the Miles and Huberman interactive analysis model consisting of data collection, data reduction, data presentation, and conclusions. The study results show that teachers implemented five main strategies: project-based learning, class discussions, teaching aids, contextual learning, and problem-based learning, with the integration of digital technology through instructional videos, digital simulations, and collaboration platforms. School policies supported this by providing ICT infrastructure, training, and comprehensive evaluation. Challenges faced included limited devices, unstable internet connections, limited device ownership, and diverse digital literacy. Solutions were developed through the use of rotating devices, offline applications, alternative non-digital materials, parent collaboration, and ongoing training. This study recommends strengthening digital teacher competencies, increasing infrastructure investment, developing adaptive policies, and building multi-stakeholder partnerships to support the implementation of digital technology-based immersive learning in elementary schools.

• pdf