The Relationship between Deep Learning Approach, Scientific Approach, and Teacher Creativity in Grade IV Indonesian Language Lesson Planning
DOI:
https://doi.org/10.35445/alishlah.v18i3.10022Keywords:
deep learning approach, scientific approach, teacher creativity, lesson planning, Indonesian language learningAbstract
Teacher creativity is essential for developing meaningful and student-centered lesson plans, particularly within Indonesia’s emerging deep learning framework. However, empirical evidence comparing the relationships of teachers’ mastery of the deep learning and scientific approaches with their creativity in developing Rencana Pembelajaran Mendalam (RPM) remains limited. This study examined these relationships among Grade IV elementary school teachers. A quantitative correlational design with an ex-post facto framework was employed. Twelve Grade IV teachers from six elementary schools in Majasari District, Pandeglang, were selected through purposive sampling. Data were collected using three validated self-report questionnaires measuring deep learning mastery, scientific approach mastery, and teacher creativity in RPM development, supplemented by RPM document analysis. Data were analyzed using Pearson correlation and multiple correlation analyses. Deep learning mastery was very strongly and significantly associated with teacher creativity, r = .899, 95% CI [.672, .972], p < .001. Scientific approach mastery showed a moderate significant association with teacher creativity, r = .585, 95% CI [.017, .868], p = .042. Collectively, both approaches were strongly associated with teacher creativity, R = .903, p = .001. The findings provide preliminary evidence that mastery of deep learning is more strongly associated with creative RPM development than mastery of the scientific approach. Given the small purposively selected sample and reliance primarily on self-report measures, larger multi-site studies using independent document-based creativity assessments are needed to confirm these findings.
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