STRATEGI GURU DALAM MENERAPKAN PRINSIP DEEP LEARNING MELALUI KEARIFAN LOKAL BANJARMASIN DI SEKOLAH DASAR

Abstract

Ideally, learning in elementary school helps kids understand things deeply by doing activities that are important to their lives. Nonetheless, classroom learning methodologies remain predominantly characterized by a superficial approach, resulting in the suboptimal utilization of local wisdom as a learning resource. This study seeks to examine educators' methodologies in the planning, execution, and assessment of deep learning principles utilizing Banjarmasin's local wisdom within sixth-grade elementary education. The research employs a qualitative case study methodology, utilizing data collection through comprehensive interviews, classroom observations, and document analysis, including lesson plans, student worksheets, portfolios, and reflection notes. Thematic data analysis is employed to discern patterns in teacher strategies. The research findings demonstrate that educators can create river culture-based learning experiences, sasirangan patterns, and local art practices as genuine contexts that foster active student participation. During the implementation phase, students exhibited exploration, discussion, and practical engagement that enhanced their conceptual comprehension and critical thinking abilities. Formative evaluation is done through process assessment, portfolios, and culture-based projects, which leads to more meaningful learning. The research finds that including local knowledge makes deep learning stronger and could be used as a model for contextual learning in elementary schools.