Mathematics Teachers’ Understanding of the Deep Learning Approach in Instructional Module Development

Abstract

The era of disruption, characterized by rapid change and an overwhelming flow of information, demands a transformation in educational paradigms, particularly in the development of deep learning mindsets among elementary school teachers. This study aims to analyze mathematics teachers’ understanding of the deep learning approach as reflected in the preparation of teaching modules in Keerom Regency, Papua. A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected through a Likert scale questionnaire administered to ten elementary mathematics teachers, followed by qualitative data gathered through in depth interviews with selected teachers and document analysis of teaching modules. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the interactive model of Miles and Huberman. The results indicate that 20% of teachers demonstrated a high level of understanding of deep learning, 60% were categorized at a moderate level, and 20% showed a low level of understanding. Teachers with a high level of understanding were able to integrate meaningful, mindful, and joyful learning elements into their teaching modules through student centered activities, authentic assessments, and reflective practices. In contrast, teachers with moderate and low levels of understanding tended to rely on procedural activities and conventional assessments, indicating limited implementation of deep learning principles. The integration of quantitative and qualitative findings reveals a strong consistency between teachers’ conceptual understanding and the quality of the teaching modules they developed. These findings highlight the need for continuous professional development and targeted mentoring to enhance teachers’ capacity to implement deep learning effectively in mathematics instruction.