Implementasi Prinsip Pembelajaran Mendalam (Deep Learning) Dalam Pengajaran Bahasa Indonesia Di Sekolah Dasar

Abstract

This study aims to analyze the implementation of deep learning principles in Indonesian language teaching in elementary schools based on a synthesis of sixteen relevant national and international scientific journals. This study was conducted to understand how the concepts of meaningful, reflective, and contextual learning can be applied in Indonesian language learning at the elementary school level, and how deep learning principles play a role in improving students' critical thinking and literacy skills. This study used a literature review method with a descriptive qualitative approach. The results of the study indicate that Indonesian language learning in elementary schools is still dominated by conventional, teacher-centered approaches that emphasize memorization. This results in low levels of students' deep and reflective thinking skills. The application of deep learning principles offers an approach that focuses on conceptual understanding, reflection, collaboration, and contextual application. The concept of deep learning is also in line with the multiliteracy approach and the Merdeka Belajar policy, which requires students to actively construct meaning through various media and contexts. Teachers play a crucial role as facilitators who guide students' in-depth thinking processes. Proper implementation of these principles not only improves linguistic competence but also fosters character, empathy, and higherorder thinking skills. Thus, the application of deep learning can become a new paradigm in teaching Indonesian in elementary schools that is oriented towards the formation of reflective, creative, and character-based learners.