ANALISIS KESIAPAN GURU DALAM MENYIAPKAN MODUL DEEP LEARNING INSERSI KURIKULUM BERBASIS CINTA DI MIN 6 BANDA ACEH

Abstract

This study was motivated by the implementation of deep learning integrated with the Love-Based Curriculum, which requires teachers to prepare teaching modules systematically, contextually, and by integrating values of love. The study aimed to analyze teacher readiness in preparing deep learning modules integrated with the Love-Based Curriculum at MIN 6 Banda Aceh, identify supporting and inhibiting factors, and describe differences between integrated deep learning modules and ordinary deep learning modules. The study used a qualitative approach with a descriptive qualitative design. The subjects were six lower-grade teachers, consisting of two Grade I teachers, two Grade II teachers, and two Grade III teachers. Data were collected through interviews, observations, questionnaires, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that teachers understood meaningful, mindful, and joyful learning and understood the integration of Love-Based Curriculum values into teaching modules. The questionnaire produced an average score of 87.08%, categorized as very ready. Supporting factors included training, facilities and learning resources, collaboration among teachers, teaching experience, guidelines or references, and support from the head of the madrasah. Inhibiting factors included limited time, concepts that still needed deeper understanding, differences in student characteristics, limited references and facilities, and difficulties in preparing assessments. The main difference between the modules was the integration of Love-Based Curriculum values into learning objectives, activities, and assessment.