EDUPRIME - Teachers’ Perceptions of Deep Learning-Based Instructional Transformation in the Context of Primary Education Reform - Vol. 1 No. 1 - 2026

Sep 24, 2026

Uploaded by Hazel

The study examines primary schoolteachers’ perceptions of deep learning-based instructional transformation within the context of primary education reform. It addresses the limited empirical evidence on how teachers’ cognitive understanding, affective disposition, and behavioral readiness mediate reform implementation. A quantitative survey with 87 teachers selected through purposive sampling was conducted using a validated perception instrument and descriptive statistics. Results show strong conceptual endorsement of deep learning, while readiness remains moderate, indicating a perception–practice gap. Findings support structured professional development and policy alignment to sustain deep learning at the foundational level.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Deep learning-oriented instructional transformation in primary education

Urgency of deep learning in the Indonesian primary context

Teacher perceptions as a mediating factor in reform implementation

Keywords and abstract overview

EDUPRIME : Journal of Primary Education Research Vol. 1 No. 1 (2026) pp. 11-22 [https://sekawanpress.com/journals/index.php/eduprime](https://sekawanpress.com/journals/index.php/eduprime) Teachers’ Perceptions of Deep Learning-Based Instructional Transformation in the Context of Primary Education Reform Elinda Rizkasari1*, Ema Butsi Prihastari2, Hanifah3, Prima Trisna Aji4 1,2,3Universitas Slamet Riyadi Surakarta, Indonesia, country; 4Universitas Muhammadiyah Semarang 1*[elindarizkasari87@gmail.com](elindarizkasari87@gmail.com), [4primatrisnaaji@unimus.ac.id](4primatrisnaaji@unimus.ac.id)[ ](4primatrisnaaji@unimus.ac.id)*Corresponding Author | Article Info | Abstract
The global shift toward deep learning-oriented pedagogy has redefined instructional transformation in primary education; however, empirical evidence regarding teachers’ perceptions as a mediating factor of reform remains limited, particularly in developing educational contexts. This study aims to examine primary schoolteachers’ perceptions of deep learning-based instructional transformation and to identify their cognitive understanding, affective disposition, and behavioral readiness toward its implementation. Employing a quantitative survey design, the study involved 87 primary school teachers selected through purposive sampling. Data were collected using a validated perception instrument and analyzed using descriptive statistical techniques. The findings indicate that teachers demonstrate a high conceptual endorsement of deep learning principles, particularly in fostering critical thinking, meaningful engagement, and knowledge transfer. Nevertheless, a moderate level of behavioral readiness suggests a perception–practice gap, especially in authentic assessment design and instructional alignment. Theoretically, this study contributes by positioning teacher perception as a strategic lever in systemic pedagogical transformation and extends deep learning discourse within primary education reform frameworks. Practically, the findings highlight the urgency of structured professional development and policy alignment to sustain deep learning implementation at the foundational level of schooling. | | --- | --- | | Article History: | | | Received : 02/03/2026
Revised : 26/03/2026
Accepted : 02/04/2026 | | | Keywords:
Deep Learning;
Teacher Perception; Instructional Transformation;
Primary Education Reform; Pedagogical Readiness; Authentic Assessment
DOI:
[http://dx.doi.org/10.69382/](http://dx.doi.org/10.69382/)[ ](http://dx.doi.org/10.69382/)[js.v1i2.11-22](js.v1i2.11-22) | | INTRODUCTION The accelerating transformation of education in the twenty-first century has reshaped instructional paradigms from content transmission toward deep learningoriented pedagogy that emphasizes critical thinking, conceptual understanding, collaboration, and knowledge transfer. Deep learning in educational discourse extends beyond technological adoption; it represents a pedagogical shift that encourages learners to construct meaning, integrate knowledge across contexts, and apply understanding in authentic situations (Nafi’ah & Faruq, 2025) . This transformation aligns with global education reform agendas that prioritize competencies over rote memorization and surface-level achievement (Learning et al., 2025) . Within primary education, the urgency of deep learning becomes even more pronounced. The elementary school stage constitutes the foundational period for cognitive structuring, socio-emotional development, and metacognitive growth. Evidence from the science of learning and development highlights that early engagement in meaningful, inquiry-based, and reflective learning environments significantly contributes to long-term academic resilience and adaptive expertise (Nofamataro Zebua, 2025) . Consequently, curriculum reforms across various educational systems increasingly emphasize authentic assessment, interdisciplinary integration, and hig

FAQs

What is the main purpose of this study?

To examine primary schoolteachers’ perceptions of deep learning-based instructional transformation and to identify their cognitive understanding, affective disposition, and behavioral readiness toward its implementation.

How was the research conducted and analyzed?

The study used a quantitative survey design with 87 primary school teachers selected through purposive sampling. Data were collected using a validated perception instrument and analyzed using descriptive statistical techniques.

What do the findings suggest about teachers’ readiness?

Teachers show a high conceptual endorsement of deep learning principles, but the behavioral readiness is moderate, indicating a perception–practice gap, especially in authentic assessment design and instructional alignment.

Sep 24, 2026

Uploaded by Hazel