Students' Perceptions on the Implementation of Deep Learning in the Lesson Plan and Material Development Course

Abstract

Deep Learning (DL) has become the current issue in educational field and claimed good attentions from educators and policy makers all around the globe. Deep Learning in Indonesia was introduced as educational policy at the end of 2024. As a new educational policy, the research conducted is still limited to exploring theoretical concepts, while further explorations related to the implementation procedures and measuring its impact have not been carried out. This study, the implementation of deep learning in the Lesson Plan and Material Development course: students’ perceptions, is a part of a bigger study aims to 1) explore the implementation procedures of the Deep Learning approach; 2) explore students' perceptions on the implementation of the Deep Learning approach; and 3) measure the impact of the Deep Learning approach on students' global competencies. This study implemented a mixed-method approach with the research and development design of the ADDIE model (analysis, design, development, implementation, evaluation). The research participants were two classes of undergraduate students (S1) at the English Language Education Study Program who are taking Lesson Plan and Material Development course in the odd semester of the 2025/2026 academic year. Questionnaire was used as instrument in data collection. Data analysis was carried out using descriptive analysis and thematic analysis. The findings indicated that more than 85% of students have positive perceptions on all aspects of learning especially on the aspect of critical thinking, collaboration, responsible and reflective learning. Students perceived the learning process as interactive, contextual, and motivating. Students also believed that Deep Learning is effective in enhancing conceptual understanding, intrinsic motivation, and students’ ability to integrate theory into practice. The findings support that Deep Learning is an innovative pedagogical approach in higher education setting to develop graduate who are adaptive, reflective, and possess global characters.