ENGLISH TEACHERS’ PERCEPTIONS OF DEEP LEARNING IN SENIOR HIGH SCHOOLS IN PEKANBARU

Abstract

Deep learning is increasingly emphasized as a pedagogical direction to enhance learning quality through meaningful, reflective, and competence oriented learning. This research investigated senior high school English teachers’ perceptions of deep learning in Pekanbaru using a descriptive quantitative survey design. Data were collected using a four point Likert Scale questionnaire distributed through MGMP (Musyawarah Guru Mata Pelajaran), a local professional forum for English teachers in Pekanbaru, Indonesia. A total of 30 teachers participated voluntarily. The instrument consisted of 20 items across five indicators: conceptual understanding, perceived relevance and benefits, perceived feasibility and readiness, School Support, and challenges. Content validity was assessed through expert judgment by two lecturers, and reliability indicated excellent internal consistency (Cronbach’s alpha = 0.952). Data were analyzed using IBM SPSS Statistics Version 27 with descriptive statistics, including mean, median, mode, standard deviation, variance, minimum, maximum, and range. Overall perceptions were in the Strongly Agree range (M = 3.3783; median = 3.4500; mode = 3.80; SD = 0.40443; variance = 0.164; min = 2.45; max = 4.00; range = 1.55), indicating strong endorsement with relatively consistent responses. At the indicator level, perceived relevance and benefits showed the strongest endorsement in the Strongly Agree range (M = 3.5833; SD = 0.44689), while challenges showed the lowest mean in the Agree range (M = 3.1167; SD = 0.49451), which indicates comparatively weaker perceived adequacy of enabling conditions. Conceptual understanding (M = 3.4667; SD = 0.46763) and School Support (M = 3.4333; SD = 0.52083) were also in the Strongly Agree range. Perceived feasibility and readiness remained in the Strongly Agree range (M = 3.2917; SD = 0.52145) but were closer to the Agree boundary, which suggests uneven readiness across teachers. Overall, teachers strongly endorsed deep learning, but consistent implementation likely requires strengthened enabling conditions related to planning time, workload, assessment alignment, and sustained training support.