Teacher Competence in Facilitating Deep Learning: A Qualitative Case Study in Indonesian Elementary Education

Miftakhul Choer; Sukirman Sukirman; Enung Hasanah

doi:10.35445/alishlah.v18i2.9541

Teacher Competence in Facilitating Deep Learning: A Qualitative Case Study in Indonesian Elementary Education

Miftakhul Choer, Sukirman Sukirman, Enung Hasanah

Abstract

Limited empirical evidence explains how teacher competence facilitates deep learning in Indonesian elementary education. This study examines how pedagogical, professional, social, and personal competencies support meaningful, reflective, and student-centered learning practices. This qualitative case study was conducted at SD Muhammadiyah 1 Ngaglik, Sleman, Indonesia. Six classroom teachers were purposively selected based on their experience in implementing deep learning practices and their willingness to participate. Data were collected over two months through semi-structured in-depth interviews. The interview transcripts were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing, supported by ATLAS.ti 9. Trustworthiness was strengthened through member checking, peer review, and systematic documentation of the coding process. The findings show that teacher competence functions as an integrated system rather than as separate domains. Pedagogical competence enabled teachers to design contextual learning activities, while professional competence supported the selection of relevant content, strategies, and media. Social and personal competencies fostered supportive classroom interactions, empathy, student confidence, and reflective participation. These competencies were reflected in the use of problem-based learning, project-based learning, discussion, questioning, concrete media, and digital learning tools. The study suggests that deep learning in elementary classrooms is shaped by the interaction between instructional design, socio-emotional support, and reflective teacher facilitation. Strengthening integrated teacher competence is essential for promoting meaningful learning, higher-order thinking, learner autonomy, and character development in elementary education.

Keywords

teachers’ competence; deep learning; elementary school; pedagogical interventions; cognitive transformation

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DOI: https://doi.org/10.35445/alishlah.v18i2.9541