A NARRATIVE OF THEACHER’S EXPERIENCES IN IMPLEMENTING DEEP LEARNING DURING THE KURIKULUM MERDEKA (INDEPENDENT CURRICULUM) ERA AT SMP NEGERI 4 BANTAN

Abstract

The implementation of deep learning within the Kurikulum Merdeka (Independent Curriculum) era requires teachers to translate concepts of meaningful, reflective, and learner-centered learning into classroom practice. Although the concept of deep learning is increasingly being introduced, studies regarding teachers' experiences in understanding, applying, and internalizing it remain limited. This study aims to describe and reconstruct teachers' experiences in understanding and implementing deep learning at SMP Negeri 4 Bantan. A qualitative approach utilizing Narrative Inquiry was employed with five teachers. Data were collected through in-depth interviews, observations, documentation, and field notes, with data validity ensured through source triangulation, technique triangulation, and member checking. Analysis was conducted via "restorying" to reconstruct participants' experiences based on the sequence of events and the meanings constructed. The results indicate that teachers' understanding evolved gradually through professional experience. Some teachers initially interpreted "deep learning" as a term related to Artificial Intelligence, but later understood it as a pedagogical approach emphasizing meaningful learning, critical thinking, and active learner engagement. This shift in understanding was shaped by teaching experiences, training, Subject Teacher Forums (MGMP), learning communities, and professional reflection. Implementation was reconstructed across five phases: planning, initiation, exploration, reflection, and internalization. Challenges evolved through phases of doubt, confrontation, adaptation, strategy reinforcement, and professional transformation. The findings confirm that the implementation of deep learning is a reflective, collaborative, and continuous process of professional transformation, rather than merely the outcome of training.