Teachers’ Planning Practices for Deep Learning-Oriented Science Instruction: A Qualitative Case Study in Indonesian Junior High Schools
DOI:
https://doi.org/10.12928/ijemi.v7i1.14694Keywords:
deep learning, junior High School, pedagogical strategies , scienceAbstract
Background. This study investigates the pedagogical strategies employed by junior secondary science teachers in designing deep Learning–oriented instruction on living systems and cells. Deep Learning is defined as an instructional orientation that promotes conceptual understanding, cognitive integration, and higher-order thinking skills.
Methods. Adopting a qualitative case study approach, data were collected from five science teachers across diverse school contexts in Bantul Regency. Empirical evidence was generated through five semi-structured, in-depth interviews conducted between 18-22 July 2025, each lasting 60–90 minutes, complemented by a document analysis of five instructional planning documents, one from each participating teacher. The interviews were guided by a combined curricular and professional noticing framework, enabling systematic examination of teachers’ decision-making processes.
Results. The findings reveal three significant insights. First, Grade VIII science lesson planning aligned with the independent curriculum and deep learning principles is structured to support experiences of conceptual understanding, application, and reflection. Conceptual understanding is facilitated through discussions, multiple learning resources, student projects, and presentations; application is emphasized through real-world case studies; and reflection is integrated through the evaluation of learning outcomes and opportunities for personal improvement. Second, teachers anticipate variations in students’ prior knowledge and tendencies toward passive participation. Third, in response, they adopt an asset-based approach and implement instructional steps to promote mindful, meaningful, reflective engagement that extends beyond traditional cognitive assessment.
Conclusion. Theoretically, this study contributes to the literature on science pedagogical design by demonstrating how professional noticing can function as an analytic lens for understanding teachers’ planning for deep Learning, particularly in contexts transitioning toward competency-based curricula. The findings also extend existing discussions on deep Learning by illustrating how teachers translate curricular expectations into concrete pedagogical decisions within real classroom constraints.
References
Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools to achieve sustainable happiness and well-being for 21st-century pedagogy and curriculum. ECS Transactions, 107(1), 19481.
Amini, G., Anami, S. F., & Utami, V. N. (2024). Interaksi sains dan agama: Perspektif kimia dalam agama Islam sebagai ilmu pengetahuan dan keimanan. Islamologi: Jurnal Ilmiah Keagamaan, 1(2), 437–448.
Bergmann, M., Schäpke, N., Marg, O., Stelzer, F., Lang, D. J., Bossert, M., Gantert, M., Häußler, E., Marquardt, E., & Piontek, F. M. (2021). Transdisciplinary sustainability research in real-world labs: success factors and methods for change. Sustainability Science, 16, 541–564.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (Formerly: Journal of Personnel Evaluation in Education), 21(1), 5–31.
Bowen, R. S. (2017). Understanding by design. Vanderbilt University Center for Teaching.
Council, N. R., Behavioral, D. of, Sciences, S., Education, B. on S., & Standards, C. on a C. F. for N. K.-12 S. E. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Fauziah, F. M. (2022). Systematic literature review: Bagaimanakah pembelajaran IPA berbasis keterampilan proses sains yang efektif meningkatkan keterampilan berpikir kritis? Jurnal Pendidikan Mipa, 12(3), 455–463.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Alberta Journal of Educational Research, 62(4), 429–432.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep Learning.
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep Learning: Engage the world, change the world. Corwin Press.
Gamoran Sherin, M., & Van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.
Hasanah, E., Maryani, I., & Gestiardi, R. (2023). Model pembelajaran diferensiasi berbasis digital di sekolah. K-Media.
Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.
Hattie, J. (2012). Visible Learning for teachers: Maximizing impact on Learning. Routledge.
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1), 1–13.
Hmelo-Silver, C. E. (2004). Problem-based Learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Hossain, S., O’neill, S., & Strnadová, I. (2023). What constitutes student well-being: A scoping review of students’ perspectives. Child Indicators Research, 16(2), 447–483.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Mashuri, M., & Hasanah, E. (2021). Manajemen pembelajaran bahasa inggris dalam meningkatkan hasil belajar siswa saat pandemi COVID-19 di SMA Muhammadiyah 3 Yogyakarta. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 4(2), 227–234.
McTighe, J. (2010). Understanding by design and instruction. On Excellence in Teaching, 271–299.
Mehta, J., & Fine, S. (2019). In search of deeper Learning: The quest to remake the American high school. Harvard University Press.
Mutawadia, M., Jawil, J., & Al Farisi, S. (2023). Penerapan metode pembelajaran mendalam sebagai upaya pembentukan karakter siswa. Journal of Instructional and Development Research, 3(6), 279–284.
Pellegrino, J. W. (2017). Teaching, Learning, and assessing 21st century skills.
Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep Learning: Tools for engagement. Corwin Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM–Mathematics Education, 53(1), 17–27.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.
Yusmar, F., & Fadilah, R. E. (2023). Analisis rendahnya literasi sains peserta didik indonesia: Hasil PISA dan faktor penyebab. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 13(1), 11–19.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kawit Sayoto, Enung Hasanah, Muhammad Zuhaery
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is identified as to its source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
This paper has not been published in the same form elsewhere.
It will not be submitted anywhere else for publication before acceptance/rejection by this Journal.
Copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature.
The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors' personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.
