Elementary School Readiness for Deep Learning Implementation
DOI:
https://doi.org/10.51574/judikdas.v5i1.5792Keywords:
Deep Learning, School Readiness, Elementary School, Teacher Competence, Educational TechnologyAbstract
The implementation of deep learning in elementary schools requires school readiness across various aspects that support learning oriented toward understanding, active engagement, and problem solving. This study aimed to analyze the readiness of elementary schools to implement deep learning in Sungai Raya District, Kubu Raya Regency. The study employed a descriptive quantitative approach involving elementary school teachers as respondents. Data were collected using a closed-ended questionnaire with “Appropriate” and “Not Appropriate” response categories and were analyzed using frequencies and percentages. The results indicate that school readiness was multidimensional and uneven across the assessed aspects, with relatively stronger conditions in teachers’ understanding and readiness, curriculum adaptation, active student involvement, project-based and problem-solving learning, and assessment practices. Greater limitations were identified in technological infrastructure and access, technology utilization, the availability of digital learning resources, students’ digital literacy and independent digital learning, as well as perceived technical and financial conditions. These findings indicate that school readiness for implementing deep learning should not be understood simply as “ready” or “not ready,” but as a multidimensional condition that requires gradual strengthening. Such strengthening includes teacher capacity development, improved infrastructure and learning resources, enhanced student digital literacy, and stronger institutional support and collaboration among schools, families, and communities.
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