Deep Learning Requires Seriousness from Teachers

Minister of Primary and Secondary Education (Mendikdasmen) Abdul Mu’ti has frequently emphasised the importance of a deep learning approach to improve the quality of education in Indonesia. Consequently, discussions about deep learning, or meaningful lessons, have become increasingly prominent in the Indonesian education sphere recently. This idea is not merely a change in terminology within learning, but also a shift in perspective regarding the nature of education. The goal is to build not just students who master the material, but individuals who possess critical, creative, and collaborative thinking skills, as well as strong character.

This educational paradigm shift deserves appreciation. For years, our education system has often been trapped in an administrative orientation: completing syllabi, chasing curriculum targets, and achieving high exam scores. As a result, learning frequently becomes an activity of memorisation, not understanding. Students know many things, but often do not grasp the meaning and interconnectedness of the knowledge they learn.

However, the success of deep learning is not solely determined by curriculum changes or the preparation of teaching modules. The most decisive factor remains the teacher. The teacher is the main actor who brings the learning process to life in the classroom. Deep learning demands seriousness from teachers starting from the planning stage. Teachers need to understand the characteristics of their students, choose appropriate learning strategies, connect the material to real-life situations, and create a space for dialogue that allows students to ask questions, discuss, and discover the meaning of what they are learning for themselves. In such learning, the teacher is no longer the sole source of knowledge, but also a facilitator who guides the thinking process.

Especially in this era of artificial intelligence (AI), the role of the teacher is becoming increasingly important. AI can present information in seconds, but it cannot replace the human touch in education. Teachers shape character, ignite enthusiasm, instil values, develop empathy, and guide students in making moral decisions. These are dimensions of education that technology cannot replace. The seriousness of teachers is also reflected in their willingness to continue learning. The world is changing rapidly. Knowledge evolves, technology is constantly updated, and the character of students also changes. A teacher who stops learning will struggle to guide students who are a generation living amidst rapid change. Conversely, teachers who continuously improve their competence will be able to use technology as a partner to enrich learning.

From an Islamic perspective, the teaching profession is a noble mandate. Allah SWT says: ‘Allah will raise those who have believed among you and those who were given knowledge, by degrees.’ (QS Al-Mujadilah: 11). This verse shows that knowledge is a path to glory. However, knowledge will not give birth to civilisation without educators who teach it with sincerity and seriousness. The Prophet Muhammad SAW also reminded that Allah loves a person who works professionally (itqan) and with seriousness (ihsan). These values of itqan and ihsan should become the work culture of Indonesian teachers so that students can learn deeply and seriously.

The seriousness of teachers must certainly be balanced by the state’s commitment to their quality. Teachers need quality training, a conducive work environment, decent rewards, and a reduction in the administrative burdens that have often drained their energy. Teachers should be given more space to innovate in learning, rather than being preoccupied with excessive administrative tasks. Furthermore, families and the community have an equally important responsibility. Deep learning can only flourish if schools, parents, and the community build a mutually reinforcing learning ecosystem. Education is not just a school matter, but a collective movement to build superior and empowered human resources.

Indonesia is currently preparing for the 2045 golden generation. This target will be achieved if there is an increase in physical development or technological progress, and no less importantly, the existence of human resources (HR) who have intelligent soft skills, integrity, noble character, and the ability to face global changes with confidence. To realise such human resources, one effort is to implement deep learning in schools. Among the factors to realise deep learning is the seriousness of teachers in teaching. In the hands of teachers who teach with heart, knowledge will not stop at memorisation, but will transform into wisdom. From classrooms filled with dedicated teachers, Indonesia’s future is truly being built. The current problem is, if teachers are demanded to play a maximum role in the classroom, they must be freed from the demands of meeting their basic needs, which sometimes drain their energy and attention. This is where the consequences of demanding that teachers be focused and serious in teaching must be considered. Their basic needs must be met by increasing their welfare. Neglecting their welfare will result in deep learning not being maximised.