Topic 5

Learning Objective

During this lesson, students will:

Describe the concept of deep learning and its principles of mindful, meaningful, and joyful learning
Discuss multimodal and visual texts related to deep learning approaches
Examine the challenges of implementing deep learning in real classroom contexts

Learning Outcome

At the end of this lesson, students will be able to:

Identify the key characteristics of deep learning and how it differs from surface learning
Interpret multimodal and visual texts related to deep learning approach
Analyze the challenges of implementing deep learning in schools based on real cases
Design a simple classroom activity that supports deep learning through differentiated or personalized learning approaches.

Observe the comic strip below and discuss the differences between the two learning experiences.

Which learning experience seems more meaningful and engaging for students? Why?
What differences do you notice between the two learning experiences?

Answer here!

Students can approach learning in different ways. Some may focus mainly on remembering information, while others try to understand and apply what they learn.

Mindful Learning

Learning with awareness

Mindful learning means students are aware of how they learn, what they understand, and what they still need to improve.

Students are encouraged to:

monitor their understanding,
recognize difficulties,
reflect on their learning strategies, and
identify ways to improve their learning process.

Example:

Instead of simply completing an assignment, a student asks:

“Which part do I understand?”
“What am I still struggling with?”
“What strategy can I use to understand it better?”

Meaningful Learning

Learning that connects with meaning

Meaningful learning occurs when students can connect new knowledge with their prior knowledge, experiences, real-life contexts, and meaningful problems. Students do not learn concepts in isolation.

They understand why the knowledge matters and how it can be used.

Example:

Instead of only learning the concept of financial literacy, students analyze a realistic monthly budget and decide how to manage limited income.
The knowledge becomes meaningful because students can connect the concept to a real-life situation.

Joyful Learning

Learning that is engaging and motivating

Joyful learning creates a positive learning experience that encourages students to participate actively.

Learning can become joyful when students have opportunities to:

explore ideas,
interact with others,
participate in activities,
express their ideas, and
experience a sense of achievement.

Joyful learning does not simply mean making learning entertaining. It means creating an environment where students feel engaged, motivated, and willing to participate in the learning process.

Example:

Instead of listening to a long explanation about environmental problems, students work collaboratively to identify an environmental issue in their community and develop a possible solution.

Deep Learning shifts the focus of education:

From: “What information can students remember?”

To: “How deeply do students understand, connect, apply, and reflect on what they learn?”

This approach is particularly relevant in a rapidly changing world, where information is increasingly accessible through digital technologies and AI. Deep Learning helps students move beyond knowing information toward understanding, applying, and creating meaning from knowledge.

Differentiated Learning adapts learning to students, while Personalized Learning gives students greater ownership of their learning. Both can help create more responsive and meaningful learning experiences that support Deep Learning.

Analyze the experiences shared by pre-service teachers and identify the difficulties of applying deep learning approaches in schools. Deep Learning may offer meaningful learning experiences, but applying it in real classrooms can present various challenges. The following experiences were shared by pre-service teachers in 2022 regarding the implementation of Deep Learning in schools. These responses were used with permission and consent.

What makes Deep Learning difficult to implement in real classroom settings?

To analyze the experiences systematically, use the following framework:

Problem: What difficulty or challenge is described?
Cause: Why does this difficulty occur?
Impact: How does it affect the implementation of deep learning?
Solution: What could teachers, schools or other stakeholders do to addres it?

Guiding question:

How do students’ learning habits and classroom culture influence the effectiveness of deep learning approaches?
Do these experiences suggest that deep learning requires changes not only in teaching methods but also in the educational system itself?

Challenges in Implementing Deep Learning

Deep Learning requires meaningful discussion, exploration, reflection, and activity. However, classroom time is often limited.

Deep Learning encourages students to actively participate, think critically, ask questions, and share ideas during the learning process. However, one challenge is that some students may still be more comfortable listening and receiving information than actively participating.

Deep Learning becomes difficult when students are expected to receive information rather than actively construct knowledge. But what does this mean? Receiving information means students mainly listen to the teacher, take notes, memorize information, and wait for the correct answer. Constructing knowledge means students actively make sense of information by asking questions, connecting ideas, discussing different perspectives, solving problems, applying concepts, and reflecting on what they have learned.

Some students may still be more comfortable with passive participation because they:

are accustomed to teacher-centered learning,
feel unsure about expressing their ideas,
are afraid of giving a wrong answer,
are not used to asking questions, or
feel uncomfortable participating in collaborative activities.

So therefore, encouraging student participation is an important part of creating a classroom environment that supports Deep Learning.

What Can Happen?

When these challenges are not adequately addressed:

Teacher Challenges → Less effective learning activities → Reduced Student Engagement → Difficulty Achieving Deep Learning Goals

Teacher readiness is essential because Deep Learning depends not only on what students are expected to do, but also on teachers' ability to create the conditions for them to do it.

Reflection:

Do you think deep learning can be fully implemented in schools?
What kind of learning environment supports deep learning the most?

Design a simple classroom activity that supports deep learning through differentiated or personalized learning approaches. Students should:

Choose a topic/subject.
Explain the activity briefly.
Identify how the activity supports deep learning.
Explain how students’ different needs are addressed.

Reference

Ambarita, J., Purnamasari, U., & Siahaya, A. (2025). DEEP LEARNING AS A PATHWAY TO PEDAGOGICAL TRANSFORMATION IN INDONESIA. Jurnal Penelitian Kebijakan Pendidikan, 18(1). https://doi.org/10.24832/jpkp.v18i1.1229

Khalik, M. F., & Nampira, A. A. (2025). Deep learning for personalized learning: Tailoring curriculum to student needs. Journal of ICSAR. https://doi.org/10.17977/um005v9i22025p404-411

Mukhoyaroh, M., Sodikin, A., & Waluyo, W. (2025). Implementation of deep learning approaches: Challenges and solutions for teachers. RADIANT Journal of Applied, Social, and Education Studies,6(2), 134–146. https://doi.org/10.52187/rdt.v6i2.335

Prihatini, I. M., Sauri, R. S., Komalasari, K., & Yulidar. (2025). Implementasi pembelajaran mendalam melalui strategi pembelajaran berdiferensiasi di sekolah menengah pertama (SMP). Pendas: Jurnal Ilmiah Pendidikan Dasar. https://doi.org/10.23969/jp.v10i04.38101

Sari, F. A., Hasanah, E., & Hidayati, D. (2025). Teachers'readiness in implementing deep learning: Managerial studies in Islamic education. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 10(3), 749–765. https://doi.org/10.31538/ndhq.v10i3.255

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