Sudirman, Abdullah Pandang
Curriculum reform in Indonesia is increasingly emphasizing the integration of deep learning pedagogy. However, its practical implementation in primary schools remains underexplored. This study investigated curriculum reform in Indonesia in relation to a national policy that mandates the integration of deep learning pedagogy in the curriculum delivery. Using a qualitative case study design, this study explored the challenges experienced, capacities demonstrated, and strategies adopted by teachers to facilitate effective implementation. Data were obtained through in-depth interviews with eight purposively selected teachers, supplemented by snowball sampling, which were triangulated through focus group discussions. A thematic analysis conducted using NVivo 12 identified three interrelated themes: implementation challenges, teacher preparedness, and pedagogical strategies. The findings indicate that teachers face substantial constraints, possess limited capacity to operationalize deep learning pedagogy, and require sustained professional development to enhance implementation. The collaborative engagement of primary school teachers constitutes a critical factor in the successful implementation of curriculum reform. These findings underscore that the success of curriculum innovation depends on not only policy directives but also on comprehensive education reform and continuous professional growth of educators, which would enable them to prepare students for future challenges. This study contributes to the literature by presenting empirically grounded and contextually relevant strategies for the Indonesian education system and offering a comparative perspective that has important implications for educators, academic supervisors, and policymakers engaged in curriculum reform. © Authors.
State University of Makassar, Indonesia
