Chemistry Teachers’ Leadership in Implementing the Deep Learning Approach
DOI:
10.29303/cep.v9i1.9860Published:
2026-05-31Downloads
Abstract
Students often face difficulties in understanding abstract chemistry concepts, which calls for learning strategies that foster active engagement and critical thinking. The implementation of deep learning in classrooms still encounters various challenges, including limited teacher training, insufficient resources, and a lack of support for instructional development. This study aims to explore the strategies used by teachers in applying deep learning, the challenges they face, the supporting factors influencing its success. A qualitative method with a case study approach was used, involving observation, interviews, and document analysis. Participants consisted of two chemistry teachers and three students at SMAN 1 Tanah Grogot. Data analysis was conducted using the Miles Huberman model and validated through triangulation. The findings show that teacher leadership plays a strategic role in deep learning implementation, especially in designing learning that is meaningful, mindful, and joyful. Teachers acted as lesson planners, discussion facilitators, mentors, group organizers, connectors between chemical concepts and reallife contexts. Supporting factors include adequate infrastructure and collaboration among teachers, while the main challenges are the lack of training and students’ limited understanding. The novelty of this research lies in the specific identification of the role of teacher leadership in the context of implementing deep learning in chemistry learning, which has not been explored in depth in previous studies.
Keywords:
teacher leadership deep learning chemistryReferences
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