Exploring the Experiences of Physical Education Teachers in Implementing Deep Learning in Elementary Schools in Kudus District

Abstract

This study was motivated by the growing emphasis on implementing deep learning within the Merdeka Curriculum, particularly in Physical Education, Sports, and Health (PJOK), which requires learning to be mindful, meaningful, and joyful. However, the implementation of these principles in elementary school physical education remains varied and context-dependent, especially from the perspective of teachers’ experiences. Therefore, this study aimed to explore the experiences of physical education teachers in applying deep learning principles in elementary schools in Kota District, Kudus Regency. This study employed a qualitative descriptive design to examine teachers’ conceptual understanding and its implementation in PJOK learning practices. Data were collected from 17 PJOK teachers as primary informants, 17 school principals as key informants, and 3 students as additional informants through semi-structured interviews, direct observations, and documentation. Data analysis followed three stages: data reduction, data display, and conclusion verification. The findings revealed that teachers’ understanding of deep learning varied across good, moderate, and limited categories. Of the 17 teachers, 41% demonstrated good understanding, 35% moderate understanding, and 24% limited understanding. Teachers with stronger understanding were able to integrate mindful, meaningful, and joyful principles into instructional practice, while others still interpreted the concept at a basic level. In practice, deep learning principles have begun to be implemented, particularly in creating joyful learning environments and connecting movement activities to students’ daily lives, although implementation remains inconsistent and insufficiently systematic. In conclusion, successful implementation of deep learning in PJOK depends not only on curriculum policy but also on teachers’ pedagogical competence, reflective practice, and institutional support. Strengthening professional development and structured guidance is essential to improve the sustainability of deep learning implementation.