PENGALAMAN AWAL GURU DALAM MENERAPKAN PENDEKATAN PEMBELAJARAN MENDALAM PADA PEMBELAJARAN IPAS DI MIN 2 BARITO KUALA

Abstract

This study was motivated by the importance of teachers' initial experiences in implementing a deep learning approach in Integrated Natural and Social Sciences (IPAS) learning at the elementary school level. IPAS learning should not merely emphasize concept memorization; it needs to be designed by teachers so that pupils can understand the material meaningfully, connect it with real-life experiences, and apply it in everyday life. The deep learning approach requires teachers to create learning processes that are meaningful, mindful, and joyful. In practice, implementing this approach still requires adjustment, particularly for teachers who are beginning to apply it in the classroom. This study aimed to describe a teacher's initial experience in implementing the deep learning approach, identify the challenges encountered, and describe the teacher's efforts to overcome those challenges in fourth-grade IPAS learning at MIN 2 Barito Kuala. This study employed a qualitative approach with a narrative research design. The research subject was a fourth-grade teacher. Data were collected through interviews, observation, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was established through technique triangulation. The findings showed that the teacher's initial experience was reflected in efforts to understand and implement the principles of meaningful learning, mindful learning, and joyful learning in IPAS instruction. The teacher connected the topic of changes in states of matter with pupils' real-life experiences, encouraged engagement through question-and-answer activities, discussion, observation, and simple experiments, and created a more enjoyable learning atmosphere. The challenges faced by the teacher included limited time, diverse pupil characteristics, limited facilities and learning media, and the need to improve teacher competence. The teacher's efforts included effective time management, use of available media, adjustment of learning strategies, and competence development through independent learning, peer discussion, and training. Thus, the implementation of deep learning had a positive impact on pupils' activeness, engagement, and understanding.