Teacher Competence in Facilitating Deep Learning: A Qualitative Case Study in Indonesian Elementary Education

Authors

  • Miftakhul Choer Universitas Ahmad Dahlan, Indonesia
  • Sukirman Sukirman Universitas Ahmad Dahlan, Indonesia
  • Enung Hasanah Universitas Ahmad Dahlan, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i2.9541

Keywords:

teachers’ competence, deep learning, elementary school, pedagogical interventions, cognitive transformation

Abstract

Limited empirical evidence explains how teacher competence facilitates deep learning in Indonesian elementary education. This study examines how pedagogical, professional, social, and personal competencies support meaningful, reflective, and student-centered learning practices. This qualitative case study was conducted at SD Muhammadiyah 1 Ngaglik, Sleman, Indonesia. Six classroom teachers were purposively selected based on their experience in implementing deep learning practices and their willingness to participate. Data were collected over two months through semi-structured in-depth interviews. The interview transcripts were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing, supported by ATLAS.ti 9. Trustworthiness was strengthened through member checking, peer review, and systematic documentation of the coding process. The findings show that teacher competence functions as an integrated system rather than as separate domains. Pedagogical competence enabled teachers to design contextual learning activities, while professional competence supported the selection of relevant content, strategies, and media. Social and personal competencies fostered supportive classroom interactions, empathy, student confidence, and reflective participation. These competencies were reflected in the use of problem-based learning, project-based learning, discussion, questioning, concrete media, and digital learning tools. The study suggests that deep learning in elementary classrooms is shaped by the interaction between instructional design, socio-emotional support, and reflective teacher facilitation. Strengthening integrated teacher competence is essential for promoting meaningful learning, higher-order thinking, learner autonomy, and character development in elementary education.

Author Biography

Miftakhul Choer, Universitas Ahmad Dahlan

Guru SD

References

Amelia, L., & Hidayat. (2025). Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita Materi Perbandingan pada Kelas V SDN 106815 Marindal. Jurnal Ilmiah Pendidikan Citra Bakti, 10(2), 227–233.

Astuti, W., & Triani, L. (2024). Peran Pendidikan Anak Usia Dini Dalam Menunjang Perkembangan Kognitif dan Sosial Anak. Early Childhood Education and Development Studies (ECEDS), 5(2), 36–47. https://doi.org/10.33846/eceds1101

Badri, M., Alnuaimi, A., Mohaidat, J., Yang, G., & Rashedi, A. Al. (2016). Perception of Teachers ’ Professional Development Needs , Impacts , and Barriers : The Abu Dhabi Case. SAGE Open, 6(3), 1–15. https://doi.org/10.1177/2158244016662901

Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79. https://doi.org/10.1016/j.learninstruc.2022.101600

Canuto, P. P., Choycawen, M., & Pagdawan, R. (2024). The Influence of Teaching, Competencies on Theachers’ Performance and Students’ Academic Achievement in Primary Science Education. Problems of Education in The 21st Century, 82(1), 29–47. https://doi.org/10.33225/pec/24.82.29

Chapman, S, & Yates, C. (2023). I can see the Potential for this in every classroom. International Journal of Education & the Arts, 24(19). https://doi.org/10.26209/ijea24n19

Creswell, J. W., & Poth, C. N. (2023). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (5th ed.). Sage Publications.

Daga, A. T., Wahyudin, D., & Susilana, R. (2023). Students ’ Perception of Elementary School Teachers ’ Competency : Indonesian Education Sustainability. MDPI, 15, 1–18. https://doi.org/10.3390/su15020919

Dewi, L., Rahmawati, M., & Cincin Retna Setiawati. (2025). Kompetensi Pedagogik Guru Sekolah Dasar Dalam Implementasi Kurikulum Merdeka. Jurnal Pendidikan Dasar Dan Keguruan, 10(1), 65–78. https://doi.org/10.47435/jpdk.v10i1.3379

Eticha, M. D., Hunde, A. B., & Ketema, T. (2026). The role of a designed problem-solving method with metacognitive scaffolding on students’ conceptual change learning and teachers’ instructional practices in Biology. Thinking Skills and Creativity, 59. https://doi.org/10.1016/j.tsc.2025.102033

Gusmana, I., & Syamzaimar. (2023). Tantangan dan Solusi dalam Peningkatan Kualitas Guru Madrasah Ibtidaiyah di Era Digital. Al-Mujahadah: Islamic Education Journal, 1(1), 111–118. https://ejournal.stai-alkifayahriau.ac.id/index.php/almujahadah

Irnanda, Y. S., & Ilmiah, R. (2025). Analisis Profesionalisme Guru dalam Meningkatkan Kualitas Pembelajaran. Jurnal Studi Guru Dan Pembelajaran, 8(1), 338–350. https://doi.org/10.30605/jsgp.8.1.2025.5678

Kemendikdasmen. (2025). Naskah Akademik Pembelajaran Mendalam Menuju Pendidikan Bermutu Untuk Semua.

Kocak, O., Coban, M., Aydin, A., & Cakmak, N. (2021). The Mediating Role of Critical Thinking and Cooperativity in The 21st Century Skills of Higher Education Students. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100967

Kristanto, A., & Pradana, H. D. (2022). Mengembangkan Kemampuan Self-Regulated Learning Bidang Metakognisi. Jurnal Pedagogi Dan Pembelajaran, 5(3), 518–524. https://doi.org/10.23887/jp2.v5i3.44331

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583

Kurnia, I. R., Barokah, A., Edora, & Syafitri, I. (2024). Analisis Empat Standar Kompetensi Guru di Lingkungan Sekolah Dasar. JPD: Jurnal Pendidikan Dasar, 65–74. https://doi.org/10.21009/JPD.XXX

Lozano-peña, G., Fabiola, S., & Yaranay, L. (2021). Teachers ’ Social – Emotional Competence : History , Concept , Models , Instruments , and Recommendations for Educational Quality. MDPI, 13(21). https://doi.org/10.3390/su132112142

Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18(1), 1–13. https://doi.org/10.1186/s41239-020-00238-7

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Sage Publications.

Natasya, M., Firdaus, M. I., & Khairani, F. (2025). Kompetensi Pendidik Dan Konvensionalisme Guru: Antara Inovasi Dan Tradisi. Journal of Sustainable Education, 2(2), 160–172. https://doi.org/10.63477/jose.v2i2.182

Ndari, W., Suyatno, Sukirman, & Mahmudah, F. N. (2023). Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Education and Pedagogy, 4(3), 111–116. https://doi.org/10.24018/ejedu.2023.4.3.648

Peter J., Woods, Y., & Copur-Gencturk. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138. https://doi.org/10.1016/j.tate.2023.104415

Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469–486. https://doi.org/10.1007/s10984-020-09337-8

Prastyo, D. Y., & Santos, M. H. Dos. (2025). Pembelajaran Mendalam sebagai Strategi Transformasi Pendidikan: Studi Persepsi dan Aspirasi Guru Indonesia. Edu Society: Jurnal Pendidikan, Ilmu Sosial, Dan Pengabdian Kepada Masyarakat, 5(1), 1073–1085. https://jurnal.permapendis-sumut.org/index.php/edusociety

Rahmawati, Y., Luthfi, N., & Herianingtyas, R. (2025). Pembelajaran Mendalam: Transformasi Pembelajaran Menuju Pendidikan Bermutu. Jurnal Penelitian Kebijakan Pendidikan, 18(1), 1–16. https://doi.org/10.24832/jpkp.v18i1.1281

Saragih, M. S., & Nirwana, H. (2025). Tinjauan Sistematis Teori Konstruktivistik : Analisis Prinsip , Implementasi , dan Tantangan dalam Pembelajaran. Journal of Educational Research and Learning Analytics, 1(2). https://doi.org/10.65101/jerlra.v1i2.125

Siregar, T. (2025). Buku Referensi Cognitive Load Theory. PT Tujuh Pustaka Penerbit.

Sugiyono. (2020). Metode Penelitian Pendidikan: Pendekatan Kualitatif, Kuantitatif, dan R&D. Alfabeta.

Suryaningsih, A., & Koeswanti, H. (2021). Perbedaan Model Pembelajaran Problem Based Learning dan Project Based Learning Terhadap Peningkatan Kemampuan Berpikir Kritis IPA Siswa SD. Mimbar PGSD Undiksha, 9(1), 40–48. https://doi.org/10.23887/jjpgsd.v9i1.33196

UNESCO. (2024). Reimagining our futures together: A new social contract for education.

Wordu, H., & Isiah, C. E. (2020). Teachers’ competence for effective teaching and learning for the 21st century schools in Nigeria. International Journal of Applied Research, 6(1), 235–237.

Yuliarsih, T., Santosa, S., & Mutiansi, D. (2024). Karakteristik Perkembangan Anak Usia Sekolah Dasar, Pada Fisik-Motorik, Kognitif, Bahasa, dan Implikasinya dalam Pembelajaran. Jurnal Ilmiah Pendidikan Dasar, 9(2), 4–6.

Downloads

Published

2026-06-17

How to Cite

Choer, M., Sukirman, S., & Hasanah, E. (2026). Teacher Competence in Facilitating Deep Learning: A Qualitative Case Study in Indonesian Elementary Education. AL-ISHLAH: Jurnal Pendidikan, 18(2), 2114–2124. https://doi.org/10.35445/alishlah.v18i2.9541

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.