PEMAHAMAN GURU PAUD TENTANG KONSEP DAN PRAKTIK PEMBELAJARAN MENDALAM DI KUTAI KARTANEGARA

Abstract

This study aims to explore early childhood education (ECE) teachers’ understanding of the concept and practice of deep learning in Kutai Kartanegara. The background of this research lies in the importance of meaningful, reflective, and enjoyable learning for young children, while teachers’ comprehension in the field remains diverse. This research employed a descriptive qualitative approach with eight purposively selected ECE teachers as participants. Data were collected through interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that some teachers already perceive deep learning as a process that encourages children’s active engagement in thinking, questioning, and problem-solving, whereas others still interpret it merely as play-based activities. Strategies implemented include project-based learning, simple discussions, and the use of local materials, although the main challenges lie in limited facilities and insufficient training. The implementation of deep learning was found to enhance children’s curiosity, critical thinking, and communication skills. The study concludes that training, mentoring, and provision of adequate resources are essential for teachers to optimize deep learning in early childhood education.