Dinda Karunia Putri, Nimatul Zahro, Wahono Widodo, Nadi Suprapto
In 2025, the Indonesian Ministry of Education mandated the integration of Deep Learning pedagogy into all teaching activities; however, little is known about how primary teachers perceive its application in STEM education that incorporates local culture. Grounded in Fullan and Langworthy’s 6C framework and perspectives on culturally responsive pedagogy, this study primarily examined teachers’ perceptions of school vision and mission, implementation and impact, training support, and technology‑based learning media. A cross‑sectional survey was administered to 174 teachers from seven cities who had participated in government‑mandated Deep Learning training. Purposive sampling was used, and a self‑developed 30‑item instrument was reviewed by two experts in science and primary education. Reliability analyses showed high internal consistency across four dimensions (Cronbach’s α = 0.890–0.948, exceeding the 0.70 benchmark). Data were analyzed using descriptive statistics (mean, standard deviation, skewness, kurtosis). The results indicated strong agreement across the four dimensions, suggesting that teachers view culture‑integrated STEM through Deep Learning pedagogy as relevant for meaningful learning, although disagreements emerged regarding technology use, training support, and implementation challenges. Key limitations include reliance on self‑report data, purposive sampling that may limit representativeness, and the absence of multi‑step, formal instrument validation. The findings imply that policy should enhance curriculum alignment and authentic assessment, practice should foreground teacher facilitation and digital literacy, and future research should adopt mixed‑methods designs and classroom observations to examine implementation in greater depth. Overall, this study extends understanding of how Deep Learning pedagogy intersects with cultural contexts in STEM education while explicitly acknowledging its methodological constraints. © The Authors 2025.
Primary Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia; Master of Arts in Science Education, University College London, London, United Kingdom; Science Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia; Physics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia
