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September 12, 2025Journal Evaluation in Education (JEE)

Navigating Deep Learning Pedagogy in Rural Classrooms: A Qualitative Study on Teacher Readiness and Innovation in Indonesian Elementary Schools

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Authors

CACitra Alif Lia Elliana AriantiSSSama’ Sama’IDIke Yuli Mestika Dewi

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Overview

Qualitative study highlights barriers to instructional innovation in rural Indonesia, suggesting urgent reforms. Teachers show limited readiness for deep learning amid systemic challenges.

Key Points

  • Teachers' limited understanding of deep learning hinders transformative classroom practices.
  • Classroom observations and structured interviews revealed systemic barriers affecting teacher readiness.
  • Qualitative descriptive methodology captured the real-world constraints faced by educators in rural areas.
  • Urgent reforms in teacher training and supportive policies are needed for effective digital pedagogy.

Cite This Study

Arianti et al. (2025) studied this question.

synapsesocial.com/papers/68d46cc631b076d99fa68d90https://doi.org/10.37251/jee.v6i3.1775
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