ANALISIS KESIAPAN CALON GURU SEKOLAH DASAR DALAM MERANCANG MODUL AJAR DENGAN PENDEKATAN DEEP LEARNING

Abstract

This study analyzes the readiness of prospective elementary school teachers in designing learning modules using a deep learning approach. The research involved 140 students from the Elementary School Teacher Education Program at Muhammadiyah University of Metro. Using a descriptive quantitative method with survey and documentation techniques, the study examined three aspects: understanding of deep learning concepts, ability to design learning modules, and integration of deep learning principles. Results showed that 62.14% of students had good understanding of deep learning concepts, 58.57% demonstrated good ability in designing learning modules, and 54.29% were capable of integrating deep learning approaches. However, challenges remain in applying deep learning principles comprehensively, particularly in developing higher-order thinking activities and meaningful assessments. The findings suggest that prospective teachers need additional training and mentoring to enhance their competence in designing learning modules with deep learning approaches.