Readiness and Challenges of Pancasila Education Teachers in Implementing Digitally-Enhanced Deep Learning: Toward Achieving SDG 4

Rima Vien Permata Hartanto; Muhammad Hendri Nuryadi; Petriscia Kusuma Wardani; Pipit Widiatmaka

doi:10.35445/alishlah.v18i2.8942

Readiness and Challenges of Pancasila Education Teachers in Implementing Digitally-Enhanced Deep Learning: Toward Achieving SDG 4

Rima Vien Permata Hartanto, Muhammad Hendri Nuryadi, Petriscia Kusuma Wardani, Pipit Widiatmaka

Abstract

Digitally enhanced deep learning has potential to strengthen Pancasila Education by promoting critical reflection, collaboration, and value-based action while supporting Sustainable Development Goal 4 (SDG 4) on quality education. This study examined the readiness and challenges of junior high school Pancasila Education teachers in implementing digitally enhanced deep learning in Magetan Regency, Indonesia.A qualitative descriptive case study was conducted from June to August 2025 involving 26 Pancasila Education teachers selected through purposive sampling from the subject-teacher association. Data were collected through in-depth interviews, structured observations, and documentation. The data were analyzed through reduction, thematic presentation, and conclusion drawing, with triangulation used to strengthen credibility.The findings indicate that teachers showed relatively high readiness in facilitating student collaboration (88.4%), encouraging student participation (84.6%), using digital technology (80.7%), and promoting critical and analytical thinking (80.7%). Moderate readiness was found in the use of reflective questions (76.9%) and case-based learning (73.0%). The lowest readiness appeared in project-based assessment (65.3%). Key challenges included limited digital pedagogical training, inadequate infrastructure and internet access, limited experience in designing authentic assessment rubrics, time constraints, administrative workload, and low student motivation.The study suggests that digitally enhanced deep learning can support more inclusive, meaningful, and student-centered Pancasila Education when accompanied by systematic teacher development. Strengthening teachers’ competence in authentic assessment, digital pedagogy, learning management systems, and technology-supported formative feedback is essential for improving implementation quality and advancing SDG 4.

Keywords

teachers’ readiness; deep learning; digital technology; SDG 4

References

Akbar, A. (2021). Pentingnya kompetensi pedagogik guru. JPG: Jurnal Pendidikan Guru, 2(1), 23–30.

Anggini, V., Mustofa, N. A., & Pahrudin, A. (2024). Teacher Professionalism: Opportunities and Challenges in the Education Delivery System. 12 Waiheru, 10(2), 135–148.

Atmojo, I. R. W., Muzzazinah, M., Ekawati, E. Y., Triastuti, R., Isnantyo, F. D., Sukarno, S., & Ramadian, R. K. (2025). Pelatihan implementasi pendekatan pembelajaran deep learning untuk meningkatkan kompetensi pedagogik guru SD di Kota Surakarta. Jurnal Pengabdian UNDIKMA, 6(1), 123–131.

Aulia, N., Harahap, U. H., Silitonga, N. E., Sihite, M. L., & Ketaren, M. A. (2025). Tantangan Dan Strategi Manajemen Kurikulum Di Era Digital: Studi Literatur Untuk Inovasi Pendidikan. Jurnal Intelek Insan Cendikia, 2(5), 10283–10302.

Bagou, D. Y., & Suking, A. (2020). Analisis kompetensi profesional guru. Jambura Journal of Educational Management, 122–130.

Essa Puspa Yanita, Zalza Luthfiatun Nisa, Devi Puspita Sari, Muhammad Akbar N R, N. L. (2024). Implementasi Manajemen Pendidikan dalam Kurikulum Merdeka di Sekolah Dasar Jurnal Teknologi Pendidikan Dan Pembelajaran ( JTPP ). Jurnal Teknologi Pendidikan Dan Pembelajaran(JTPP), 01(04), 788–793.

Feriyanto, F., & Anjariyah, D. (2024). Deep learning approach through meaningful, mindful, and joyful learning: A library research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212.

Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.

Gustina, E., Iswantir, M., & Wati, S. (2025). Penerapan Konsep Deep Learning Dalam Pembelajaran Pendidikan Islam. Ikhtisar: Jurnal Pengetahuan Islam, 5(1), 79–90.

Istianah, A., Mazid, S., & Susanti, R. P. (2021). Strategi Pembelajaran Pendidikan Pancasila dan Pendidikan Kewarganegaraan sebagai Mata Kuliah Pembentuk Karakter Mahasiswa. Heritage, 2(1), 17–31.

Kharisma, N., Septiani, D. E., Suryaningsih, F., Mahdum, & Erlisnawati. (2025). Transformasi Pembelajaran Bermakna melalui Deep Learning: Kajian Literatur dalam Kerangka Kurikulum Merdeka. Al-Zayn: Jurnal Ilmu Sosial & Hukum, 3(3), 1895–1905. Retrieved from https://ejournal.yayasanpendidikandzurriyatulquran.id/index.php/AlZayn/article/view/1462

Kurniawan, R. G. (2025). Pembelajaran diferensiasi berbasis deep learning: Strategi mindful, meaningful, dan joyful learning. Penerbit Lutfi Gilang.

Mahardika, Y., & Jaya, C. A. (2025). Persepsi Guru Terhadap Penerapan Deep Learning dalam Kerangka Kerja Pembelajaran Mendalam. Edukasiana: Jurnal Inovasi Pendidikan, 4(3), 1123–1139.

Malay, I., Tania, C., Ardiansyah, F. R., Adifka, M. S., & Irawan, N. S. (2025). Dampak penerapan teknologi dalam meningkatkan efektivitas pembelajaran di lingkungan pendidikan sekolah dan universitas. Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 5(1), 14–29.

Marwa, N. W. S., Pitria, P. R., & Madani, F. (2024). Development of authentic assessment of 21st-century skills in Kurikulum Merdeka. Inovasi Kurikulum, 21(2), 635–646. https://doi.org/10.17509/jik.v21i2.67273

Mazrur, M., Surawan, S., & Yuliani, Y. (2022). Kontribusi Kompetensi Sosial Guru dalam Membentuk Karakter Siswa. Attractive: Innovative Education Journal, 4(2), 281–287.

Mubarok, Y., Herdiawan, R. D., & Nurhidayat, E. (2024). Mindful, Meaningful, And Joyful Approaches: Challenges And Potential Solutions As Perceived By EFL Teacher At Primary School Level. Papanda Journal of English Education, 3(2), 61–72.

Mustapa, A. K. R. dkk. (2025). Implementasi Pendekatan Pembelajaran Kurikulum Merdeka: Understanding By Design, Berdiferensiasi, Dan Deep Learning. Jurnal Ilmiah Pendidikan Dasar, 10(2), 427–441. Retrieved from https://journal.unpas.ac.id/index.php/pendas/article/download/25134/12767/100750

Nurul, A., Iskandar, S., Amalia, M., & Naziha, P. F. (2025). Konsep Dan Implementasi Pendekatan Deep Learning di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 1661–1672.

Pangesti, H. W., Salamah, B. S., Aslorida, B. O., Nafhatin, I., & Anjelika, S. D. (2025). Implementasi Manajemen Implementasi Manajemen Kurikulum untuk Meningkatkan Kesiapan Guru terhadap Kurikulum Deep Learning. Jurnal Pendidikan Sains Dan Teknologi Terapan| E-ISSN: 3031-7983, 2(3), 268–274.

Prawiyogi, A. G., & Rosalina, A. (2025). Deep Learning dalam Pembelajaran Sekolah Dasar. Indonesia Emas Group.

Putri, R. (2024). Inovasi pendidikan dengan menggunakan model deep learning di Indonesia. Jurnal Pendidikan Kewarganegaraan Dan Politik, 2(2), 69–77.

Ramadan, Z. H., Putri, M. E., & Nukman, M. (2025). Pendekatan Pembelajaran Deep Learning Di Sekolah Dasar (Teori Dan Aplikasi). Greenbook Publisher.

Rosalina, R., & Sen, T. W. (2022). The implementation of deep learning methods in education to support personalized learning. Proceeding of International Conference on Sustainable Engineering and Creative Computing, 1(1), 44–49.

Rosita Rusydiana, D. (2021). Pengaruh Usia Guru Pengalaman Mengajar Dan Tingkat Pendidikan Guru Terhadap Profesionalitas Kinerja Guru Di Mts Al Urwatul Wustqo Bulurejo Diwek Jombang. Proceedings of International Conference On Islam Education Management and Sharia Economics, 2(1), 15–30. Retrieved from https://prosiding.stainim.ac.id

Salwa Sausan, & Liesna Andriany. (2024). Praktik Literasi Dalam Mewujudkan Pendidikan Yang Memerdekakan Dalam Memanusiakan Dan Berpihak Terhadap Peserta Didik. Cakrawala: Jurnal Pengabdian Masyarakat Global, 3(2), 75–83. https://doi.org/10.30640/cakrawala.v3i2.2425

Santiani, S. (2025). Analisis Literatur: Pendekatan Pembelajaran Deep Learning dalam Pendidikan. Jurnal Ilmiah Nusantara, 2(3), 50–57.

Sukmawan. (2022). Pendidikan Pancasila dalam penguatan karakter bangsa. Yogyakarta: Deepublish.

Sumarni, R. A., & Yona Okyranida, I. (2025). Deep Learning in Physics Education: Exploring the Potential of Mindful, Meaningful, and Joyful for a Better Learning Experience. Navigation Physics: Journal of Physics Education, 7(1).

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., … Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3). https://doi.org/10.3390/jintelligence11030054

Unterhalter, E. (2019). The many meanings of quality education: Politics of targets and indicators in SDG 4. Global Policy, 10, 39–51.

Widagdo, T. B. (2024). Pandangan Konseptual Pendekatan Mendalam Menuju Transformasi Pendidikan. Jurnal Cerdik: Jurnal Pendidikan Dan Pengajaran, 4(1), 83–107.

Widiarti, E., Tri Kusumawati, S., Startyaningsih, T., Indaryati, S. P., Khoirudin, N., Zuliana, I., … Jiwani, R. (2024). Inovasi projek penguatan profil pelajar Pancasila. Penerbit Adab.

Wiratomo, G. H., Wahono, M., Nugraheni, E. P., & Alami, W. (2025). Pendekatan Deep Learning dalam Pembelajaran Pancasila untuk Menguatkan Kompetensi Warga Negara Abad 21. 12(01), 12–24.

Wulandari, E., Faturrohman, H., Widodo, S. T., Wahyuni, N. I., & Ningsih, F. (2023). Pengaruh Penggunaan Media Interaktif Terhadap Motivasi Belajar Peserta Didik Mata Pelajaran Pendidikan Pancasila Kelas Ii Sdit Insan Mulia Semarang. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(5), 1415–1424.

Zahwa, F. A., & Syafi’i, I. (2022). Pemilihan pengembangan media pembelajaran berbasis teknologi informasi. Equilibrium: Jurnal Penelitian Pendidikan Dan Ekonomi, 19(01), 61–78.

Zola, N., & Mudjiran, M. (2020). Analisis urgensi kompetensi kepribadian guru. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 6(2), 88–93.

DOI: https://doi.org/10.35445/alishlah.v18i2.8942