TEACHERS' AND STUDENTS' PERCEPTION TOWARDS DEEP LEARNING PARADIGM WITHIN ICT IN ELT AT SMA N 2 PEMATANGSIANTAR
Main Article Content
Reza Sanjaya Sinaga
Tiarma Intan Marpaung
David Berthony Manalu
The rapid integration of Information and Communication Technology (ICT) in education has prompted a paradigm shift in English Language Teaching (ELT), including the implementation of the Deep Learning framework introduced by the Indonesian Ministry of Education in 2024. This study aims to explore teachers’ and students’ perceptions toward the application of the Deep Learning paradigm within ICT-supported ELT at SMA Negeri 2 Pematangsiantar. A qualitative survey design was employed, involving interviews with two English teachers and questionnaires distributed to 109 eleventh-grade students. The findings reveal that both teachers and students generally hold positive perceptions toward the Deep Learning approach, particularly in the dimensions of mindful, meaningful, and joyful learning. Teachers perceive the paradigm as a refinement rather than a novel concept, although their understanding of its principles varies. Questionnaire results indicate high levels of agreement across the three dimensions: Joyful Learning (87.16%), Meaningful Learning (85.57%), and Mindful Learning (84.59%). However, several challenges emerged, including students’ limited metacognitive awareness, low confidence in applying English in real contexts, and passive participation during classroom activities. ICT was perceived as an essential tool that enhances engagement, supports assessment practices, and increases learning motivation, though its pedagogical application remains predominantly surface-level. Overall, the study concludes that the Deep Learning paradigm, when supported by ICT, positively influences learning experiences in ELT and demonstrates potential as an effective instructional approach. Strengthening teacher training and developing ICT-based instructional strategies are recommended to optimize implementation and foster deeper learning outcomes.
AECT. (2004). Definition and terminology committee report. Association for Educational Communications and Technology.
Arikunto, S. (2010). Prosedur penelitian: Suatu pendekatan praktik (Edisi revisi). Rineka Cipta.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin Press.
International Society for Technology in Education. (2017). ISTE standards for educators. ISTE.
Isnaeni, N., Zulkarnain, W., & Fauzi, I. (2025). Educators’ readiness for implementing deep learning technology in madrasahs. Jurnal Pendidikan Islam, 14(1), 45–58.
Jendela Kemdikbud. (2024). Laporan transformasi digital pendidikan Indonesia 2024. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Jiang, L. (2022). Deep learning in language education: Developing and validating a four-dimensional model among Chinese university students. Frontiers in Psychology, 13, 1–12. [https://doi.org/10.3389/fpsyg.2022.913728](https://doi.org/10.3389/fpsyg.2022.913728)
Kemendikdasmen. (2024). Pembelajaran mendalam: Menuju pendidikan bermutu untuk semua (Naskah Akademik). Kementerian Pendidikan Dasar dan Menengah.
Kemendikdasmen. (2025). Pembelajaran mendalam: Kerangka konseptual dan implementasi. Kementerian Pendidikan Dasar dan Menengah.
Khotimah, K., & Abdan, A. (2025). Implementasi deep learning dalam pembelajaran PAI untuk meningkatkan keterlibatan siswa. Jurnal Pendidikan Agama Islam, 20(1), 12–24.
Kompas. (2024). Abdul Mu’ti: Deep learning bukan kurikulum baru. Kompas.com. [https://www.kompas.com](https://www.kompas.com)
Lubis, R., & Ariansyah, A. (2024). Meta-analisis pengaruh deep learning terhadap hasil belajar siswa. Jurnal Pendidikan dan Pembelajaran, 29(2), 155–166.
Liu, X., Zhang, S., & Wang, Y. (2022). Metacognitive awareness and deep learning in EFL classrooms: A systematic analysis. Journal of Language Teaching and Research, 13(5), 845–856.
Maharani, L., Putra, T., & Siregar, R. (2022). The shift from conventional to digital teaching in Indonesian schools. Journal of Educational Technology, 14(3), 221–230.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I–Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. [https://doi.org/10.1111/j.2044-8279.1976.tb02980.x](https://doi.org/10.1111/j.2044-8279.1976.tb02980.x)
Miarso, Y. (2007). Menjadi bangsa terdidik. Prenada Media.
Putri, A., Rahmawati, D., & Yusuf, M. (2022). Deep learning as a paradigm shift toward education for understanding. International Journal of Instruction, 15(4), 801–818.
Rojas, D., & Chiappe, A. (2024). Pedagogical design as the key to deep learning in technology-enhanced classrooms. Computers & Education, 205, 104601. [https://doi.org/10.1016/j.compedu.2023.104601](https://doi.org/10.1016/j.compedu.2023.104601)
Sahronih, S., Hayati, S., & Syafi’i, M. (2019). The effect of video tutorial-based learning media on student learning outcomes. Journal of Physics: Conference Series, 1175, 1–7. [https://doi.org/10.1088/1742-6596/1175/1/012219](https://doi.org/10.1088/1742-6596/1175/1/012219)
Susanto, H., & Akmal, M. (2019). Media pembelajaran: Digital dan manual. Jurnal Pendidikan Teknologi, 11(2), 120–128.
Wu, J. (2024). Deep learning supported by ICT in blended learning environments: A systematic review. Educational Technology & Society, 27(1), 45–60.
Yusoff, M. S., & Arifin, W. (2015). Deep learning, strategic learning and the learning environment among Malaysian medical students. Journal of Taibah University Medical Sciences, 10(4), 452–458. [https://doi.org/10.1016/j.jtumed.2015.06.004](https://doi.org/10.1016/j.jtumed.2015.06.004)
