Teacher Perception Analysis of the Implementation of the Deep Learning Curriculum in Improving IT Use at SD Negeri 18 Tungkal Ilir

Abstract

This study aims to analyze teachers' perceptions of the implementation of the Deep Learning Curriculum in improving Information Technology (IT) use at SDN 18 Tungkal Ilir. A descriptive qualitative method was employed involving five informants, with data collected through observations, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that teachers generally have positive perceptions of the curriculum and acknowledge its contribution to improving IT use in learning. However, several challenges remain, including limited facilities, unstable internet access, insufficient teacher training, and limited technical skills. The findings revealed four major themes. First, teachers perceived that the Deep Learning Curriculum enhanced student engagement and promoted more meaningful technology-supported learning. Second, the curriculum encouraged teachers to improve their digital competencies and adopt innovative instructional strategies. Third, its implementation was constrained by inadequate technological infrastructure, unstable internet connectivity, insufficient professional training, and varying levels of digital literacy. Finally, participants emphasized that sustainable professional development, stronger institutional support, and improved technological facilities are essential to optimize curriculum implementation. The findings can be applied in elementary education, curriculum implementation, teacher professional development, and educational technology integration to support more effective technology-based learning. The novelty of this study lies in its comprehensive analysis of teachers' perceptions by identifying the impacts, barriers, and practical solutions for implementing the Deep Learning Curriculum to improve IT utilization in an elementary school context.