Strategies for Fostering Teacher Professionalism in Adopting the Deep Learning Approach in Islamic-Based Elementary Schools

Abstract

This study aims to analyze teacher professionalism development strategies in adapting the deep learning approach in an Islamic-based elementary school. The study employed a qualitative approach with a case study method at SD Amaliah Ciawi Bogor. The research informants consisted of the principal, the vice principal for curriculum affairs, and six teachers selected purposively. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. Data trustworthiness was strengthened through source and technique triangulation. The findings reveal that teachers’ understanding of deep learning has begun to develop as meaningful, mindful, joyful, contextual, and student-centered learning, although it is not yet evenly distributed. Teacher professionalism development is implemented through in-house training, workshops, teacher working groups, training, dissemination, professional learning communities, lesson planning assistance, academic supervision, curriculum monitoring, and Islamic value development. The main barriers include varied conceptual understanding, mindset shifts, limited time, administrative workload, digital literacy, student characteristics, and the need for continuous mentoring. This study synthesizes an integrated development strategy that combines conceptual strengthening, competency development, collaboration, supervision, evaluation, and Islamic values as the foundation of teacher professionalism in adapting deep learning.