Challenges of Applying Deep Learning in Elementary Schools: Descriptive Studies at SD Karya Tunggal Surabaya
DOI:
https://doi.org/10.56480/g28hej27Keywords:
Challenges, Deep Learning, elementary schoolAbstract
This study aims to comprehensively identify and analyze the dominant factors that are challenges in the implementation of Deep Learning in elementary schools, as well as the dynamics of interaction between these factors. This research uses a qualitative approach with a case study design, which was conducted at SD Karya Tunggal Surabaya. Data collection techniques include in-depth interviews, participant observations, and documentation studies. Data is analyzed by means of data reduction, data presentation, and conclusion/verification. This study reveals four interrelated dominant inhibiting factors: (1) The dense curriculum load creates a dilemma between completing the material and achieving depth of understanding; (2) Teachers' pedagogical capacity in designing and facilitating inquiry learning and process assessment which is still limited; (3) A conventional (teacher-centered) learning culture that has been institutionalized and creates resistance to change; and (4) Limited resources and support systems, such as student ratios, time, and administrative burden. These four factors form a complexity of systemic challenges.
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