Evaluating The Implementation of Deep Learning in Social Studies at Junior High School: ADKAR Model Analysis
Abstract
This study aims to evaluate the implementation of deep learning in Social Studies instruction at junior secondary schools through the ADKAR model, which consists of awareness, desire, knowledge, ability, and reinforcement. A qualitative implementation evaluation design was employed, involving principals, Social Studies teachers, and students from several junior secondary schools in Pasuruan Regency that had participated in deep learning training organized by BBGTK East Java. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing, with data validity ensured through source triangulation, technique triangulation, member checking, and peer debriefing. The findings reveal that teachers have developed awareness of the importance of deep learning and show positive motivation to implement it; however, their knowledge remains largely conceptual, their ability to translate deep learning principles into consistent classroom practices is still developing, and institutional reinforcement through supervision, evaluation, mentoring, and professional learning communities remains insufficient. This study implies that the sustainable implementation of deep learning requires not only initial training but also systematic school-based reinforcement, continuous professional development, and collaborative instructional support to strengthen teachers’ pedagogical transformation in Social Studies learning.
References
Afwan, B., Putra, A. D., Abbas, N. A., Muhammad, U. A., & Fadli, M. R. (2025). Persepsi guru terhadap pendekatan deep learning dalam pembelajaran sejarah di sekolah menengah atas. SOCIAL PEDAGOGY: Journal of Social Science Education, 6(2), 121–130. https://doi.org/10.32332/social-pedagogy.v6i2.11519
Anwar, R. N. (2022). Pelatihan implementasi Kurikulum Merdeka pada guru di lembaga PAUD se-Kecamatan Madiun. Journal of Community Service, 1(1), 21–29. https://doi.org/10.61987/communautaire.v1i1.7
Ariyani, A. H., Martina, E., Saputra, M., Handoko, & Rosidin, U. (2026). Evaluasi program implementasi pendekatan deep learning di sekolah menengah pertama. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(3), 16988–16993. https://doi.org/10.31004/jerkin.v4i3.4600
Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.
Bidayati Haka, N., Satiyo Putri, B., Hidayah, N., & Rakhmawati, I. (2025). Cultivating scientific literacy and self-confidence through an Islamic-oriented 9E learning cycle in biology education. Biosfer: Jurnal Tadris Biologi, 16(2), 183–199. https://doi.org/10.24042/biosfer.v16i2.28760
Ceballos, H., van den Bogaart, T., van Ginkel, S., Spandaw, J., & Drijvers, P. (2026). How collaborative problem solving promotes higher-order thinking skills: A systematic review of design features and processes. Thinking Skills and Creativity, 59, Article 102001. https://doi.org/10.1016/j.tsc.2025.102001
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Defa, D., Lasmawan, I. W., & Kertih, I. W. (2023). Implementasi Kurikulum Merdeka dalam peningkatan pendidikan karakter pada pembelajaran IPS di sekolah dasar. School Education Journal PGSD FIP UNIMED, 13(3), 217–226. https://doi.org/10.24114/sejpgsd.v13i3.47548
Feri, M., Ismiati, N., Al-Nur, W. R., & Akbar, F. S. (2025). Implementing deep learning approaches in primary education: A literature review. Jurnal VARIDIKA, 37(2), 178–194. https://doi.org/10.23917/varidika.v37i2.12151
Fried, S. A., & Mette, I. M. (2026). Navigating the US social and political landscape to promote equity-oriented change as an educational leader. In Handbook of educational leadership and social justice (pp. 1–20). Springer. https://doi.org/10.1007/978-3-031-88898-4_5-1
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. https://doi.org/10.1016/j.tate.2013.12.001
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Herlinawati, H., Marwa, M., Ismail, N., Junaidi, Liza, L. O., & Situmorang, D. D. B. (2024). The integration of 21st century skills in the curriculum of education. Heliyon, 10(15), Article e35148. https://doi.org/10.1016/j.heliyon.2024.e35148
Heryahya, A., Herawati, E. S. B., Susandi, A. D., & Zulaiha, F. (2022). Analisis kesiapan guru sekolah dasar dalam implementasi Kurikulum Merdeka. Journal of Education and Instruction (JOEAI), 5(2), 548–562. https://doi.org/10.31539/joeai.v5i2.4826
Hiatt, J. M. (2006). ADKAR: A model for change in business, government, and our community (1st ed.). Prosci Learning Center Publications.
Huda, M. B., Faizi, A., Saputra, B. B., & Dzarna, D. (2025). Studi komparatif strategi pembelajaran inovatif: CRL, TaRL, dan DL. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 11(1), 563–573. https://doi.org/10.30605/onoma.v11i1.5236
Isnayanti, A. N., Putriwanti, P., Kasmawati, K., & Rahmita, R. (2025). Integrasi pembelajaran mendalam (deep learning) dalam kurikulum sekolah dasar: Tantangan dan peluang. Cokroaminoto Journal of Primary Education, 8(2), 911–920. https://doi.org/10.30605/cjpe.8.2.2025.6027
Khofifah, E. N., Mislikhah, S., & Usriyah, L. (2025). Teacher leaders’ strategies in implementing deep learning within the Merdeka Curriculum: A multi-case study in Islamic primary schools. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2). https://doi.org/10.18592/aladzkapgmi.v15i2.18190
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Kosasih, A., Hyangsewu, P., Faqihuddin, A., Fakhruddin, A., Sartika, R., Nasrudin, E., & Fikri, M. (2025). Strategi peningkatan literasi deep learning bagi guru dalam melaksanakan pembelajaran di abad 21 melalui kegiatan pelatihan. Publikasi Pendidikan, 15(3), 652–661. https://doi.org/10.70713/publikan.v15i3.76656
Kurniawati, S. (2025). Social emotional learning on students’ learning motivation to young learners. JPGENUS: Jurnal Pendidikan Generasi Nusantara, 3(1), 1–8. https://doi.org/10.61787/gyzbhw61
Noviani, L., Setyowibowo, F., Totalia, S. A., Hindrayani, A., Wahyono, B., Sa’adah, S. R., & Oktaviani, L. K. (2025). Implementasi pembelajaran mendalam ekonomi: Pelatihan pembelajaran ekonomi bagi guru-guru ekonomi di Kabupaten Boyolali. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(1), 6325–6333. https://doi.org/10.31004/jerkin.v4i1.2791
Nurjanah, S., & Suryadi, A. (2025). Analysis of teachers’ readiness in implementing the deep learning approach in history instruction for grade X at Sint Louis Senior High School. JKIP: Jurnal Kajian Ilmu Pendidikan, 6(3), 943–953. https://doi.org/10.55583/jkip.v6i3.1497
Oktafiani, R., Satiyo Putri, B., & Kesumawardani, A. D. (2025). The contribution of the Islamic-integrated 9E learning cycle model to students’ scientific literacy. Indonesian Science Education Journal, 6(3), 45–52. https://doi.org/10.62159/isej.v6i3.2074
Patra, J. E., Ridwan, C. D., & Budiman, D. (2026). Model ADKAR dalam implementasi manajemen perubahan organisasi: Analisis konseptual melalui literature review naratif. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(4), 13741–13748. https://doi.org/10.31004/riggs.v4i4.5866
Patton, M. Q. (2008). Utilization-focused evaluation (4th ed.). SAGE Publications.
Prunuske, A., Evans-Anderson, H. J., Furniss, K., Goller, C., Mirowsky, J. E., Moore, M. E., Raut, S. A., Swamy, U., Wick, S., & Wolyniak, M. J. (2022). Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom. Discover Education, 1(1), Article 23. https://doi.org/10.1007/s44217-022-00023-w
Rochaendi, E., Wahyudi, A., Arifin, A. S., & Salim, A. (2021). Penerapan model Kirkpatrick dalam mengevaluasi pelaksanaan diklat penguatan kepala sekolah melalui daring dari perspektif pengajar. LITERASI: Jurnal Ilmu Pendidikan, 12(2), 59–76. https://doi.org/10.21927/literasi.2021.12(2).59-76
Roshid, M. M., & Haider, M. Z. (2024). Teaching 21st-century skills in rural secondary schools: From theory to practice. Heliyon, 10(9), Article e30769. https://doi.org/10.1016/j.heliyon.2024.e30769
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), Article e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Sinha, T. (2025). Beyond good AI: The need for sound learning theories in AIED. Technology, Knowledge and Learning, 30(4), 2443–2457. https://doi.org/10.1007/s10758-025-09843-9
Sofroniou, A., Patel, M. H., Premnath, B., & Wall, J. (2025). Advancing conceptual understanding: A meta-analysis on the impact of digital technologies in higher education mathematics. Education Sciences, 15(11), Article 1544. https://doi.org/10.3390/educsci15111544
Suarti, S., Aswat, H., & Masri, M. (2023). Peran pembelajaran ilmu pengetahuan sosial (IPS) menuju Pelajar Pancasila pada siswa di sekolah dasar. EDUKATIF: Jurnal Ilmu Pendidikan, 5(6), 2527–2535. https://doi.org/10.31004/edukatif.v5i6.5867
Sulistyosari, Y., Karwur, H. M., & Sultan, H. (2022). Penerapan pembelajaran IPS berdiferensiasi pada Kurikulum Merdeka Belajar. Harmony: Jurnal Pembelajaran IPS dan PKN, 7(2), 66–75. https://doi.org/10.15294/harmony.v7i2.62114
Susanti, D., Wahyuni, Y. S., & Anastasha, D. A. (2023). Problematika pembelajaran ilmu pengetahuan sosial di tingkat Madrasah Ibtidaiyah Negeri tahun ajaran 2022–2023. Innovative: Journal of Social Science Research, 3(6), 5769–5781. https://doi.org/10.31004/innovative.v3i6.6640
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education.
Watimena, J., Destiyani, G., Enus, O. E., Ismanto, B., & Wasitohadi, W. (2026). Analisis tingkat kesiapan guru dalam mengimplementasikan deep learning menggunakan kerangka kerja ADKAR di Sekolah Dasar Inpres Harapan. Consilium: Education and Counseling Journal, 6(1), 140–144. https://doi.org/10.36841/consilium.v6i1.7352
Wijesekera, H. D., & Hameed, R. (2026). From rote learning to critical inquiry: Fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom. Thinking Skills and Creativity, 60, Article 102093. https://doi.org/10.1016/j.tsc.2025.102093
Xuan, Q. (2025). Emotional intelligence and holistic student development: An assessment of psychological and social efficacy in vocational university English education. Frontiers in Psychology, 16, Article 1664645. https://doi.org/10.3389/fpsyg.2025.1664645
Copyright (c) 2026 Dicky Noveka Firmanzah, Septina Alrianingrum, Nuansa Bayu Segara
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
_(3).png){kind=small}
