EFL TEACHERS' BELIEF AND IMPLEMENTATION OF DEEP LEARNING PRINCIPLES IN ENGLISH CLASSROOM

AULIA VIONANDA EKA PUTRA, 1860203222088 and EMMI NAJA, 198201072011012010 (2026) EFL TEACHERS' BELIEF AND IMPLEMENTATION OF DEEP LEARNING PRINCIPLES IN ENGLISH CLASSROOM. [ Skripsi ]

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Abstract

ABSTRACT The thesis entitled "EFL Teachers' Belief and Implementation of Deep Learning Principles in English Classroom" was written by Aulia Vionanda Eka Putra, NIM 1860203222088, English Education Department, Faculty of Tarbiyah and Teacher Training, supervised by Emmi Naja, Ph.D. Keywords: Deep Learning, MMJ Principles, EFL Teachers, Teacher Cognition, Madrasah Aliyah In 2025, the Indonesian government introduced Deep Learning as a new educational framework with three core principles: Mindful, Meaningful, and Joyful (MMJ) learning. This framework asks teachers to think more deeply about how students learn, not just deliver materials as usual. However, most studies on MMJ have been done in public high schools. Few studies have looked at how EFL teachers in a Madrasah Aliyah understand and apply these principles, even though madrasah schools work under different rules and have a strong Islamic identity that public schools do not have. This study answers two questions: (1) How do EFL teachers interpret the Deep Learning principles in the English classroom? and (2) How do EFL teachers apply the Deep Learning principles in the English classroom? This study used a qualitative descriptive design. Data were collected from two EFL teachers through semi-structured interviews, classroom observation, and documentation of teaching modules. The data were analyzed using Miles, Huberman, and Saldaña's (2014) interactive model and checked through source triangulation and member checking. The findings show that both teachers see MMJ not as three separate techniques, but as one connected way of teaching. T1 connects all three principles to real life and social values, while T2 sees mindful learning as helping students realize why they are learning, an idea she already held from her Islamic values long before this policy came out. She also shares a view rarely found in past studies: joyful learning has to be felt by both the students and the teacher. Both teachers built their understanding from four main sources: formal training, teaching experience, Islamic values, and discussions with fellow teachers. In practice, both use awareness-building activities, real-life connections, and topic-based differentiation, with T2 also guiding students to use AI as a tool to think with, not a shortcut to skip thinking. The main challenges they face are different class types needing different approaches, unclear curriculum guidelines, unpredictable student conditions, and growing student dependence on AI. These findings show that EFL teachers can understand and apply MMJ as one connected approach even without much formal training, by relying on the values and experience they already have. This study adds to the limited research on Deep Learning in madrasah settings by showing how the school's culture and values can shape how teachers understand and carry out a national education policy in their own classrooms.

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