Sastrawati, Luh Putu Adi (2026) THE IMPLEMENTATION OF DEEP LEARNING IN SENIOR HIGH SCHOOL ENGLISH CLASSES: A CASE STUDY IN SMAN 7 DENPASAR. Masters thesis, Universitas Pendidikan Ganesha.
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Abstract
This study examined how deep learning pedagogy is implemented, perceived, and experienced in senior high school English classrooms within the context of Indonesia's Merdeka Curriculum. The study was guided by three research questions concerning (1) how English teachers implement deep learning pedagogy, (2) how teachers perceive the benefits and challenges of applying deep learning strategies, and (3) how students describe their learning experiences in English classes where deep learning is implemented. Employing a qualitative instrumental case study design, the study was conducted at SMA Negeri 7 Denpasar, Bali, from May to June 2026. Data were collected through semi-structured interviews with four English teachers (T1–T4), three focus group discussions with eighteen students (S1–S18), twelve classroom observations, and analysis of documents including Modul Ajar, assessment rubrics, and school policy documents. The data were analyzed using Braun and Clarke's reflexive thematic analysis and triangulated across the three sources. The findings revealed that deep learning was enacted along a spectrum of implementation rather than as a uniform practice: Collaboration was the most consistently observed of the 6Cs competencies, meaningful learning was the most robustly implemented principle, and a persistent gap existed between planned and enacted deep learning. Teachers held genuinely positive perceptions of deep learning citing increased engagement, higher-order thinking, authentic language use, and character formation while facing predominantly systemic challenges of time constraints, large classes, examination pressure, and limited professional training. Students described their learning as more engaging, meaningful, and joyful, with a minority reporting anxiety when scaffolding was insufficient. The study concludes that teacher beliefs mediate implementation quality and that sustained professional development and assessment reform are required to make deep, meaningful, and joyful learning a reality in Indonesian EFL classrooms.
| Item Type: | Thesis (Masters) |
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| Uncontrolled Keywords: | deep learning, English language teaching, Merdeka Curriculum, 6Cs competencies, qualitative case study |
| Subjects: | L Education > L Education (General) P Language and Literature > PE English |
| Divisions: | Pascasarjana > Program Studi Pendidikan Bahasa Inggris (S2) |
| Depositing User: | Luh Putu Adi Sastrawati |
| Date Deposited: | 10 Aug 2026 07:50 |
| Last Modified: | 10 Aug 2026 07:50 |
| URI: | http://repo.undiksha.ac.id/id/eprint/32425 |
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