DEEP LEARNING-BASED INSTRUCTIONAL ADMINISTRATION MANAGEMENT BY PRE-SERVICE ENGLISH TEACHERS IN THE MERDEKA CURRICULUM AT SMK NEGERI 1 TEMBILAHAN

Abstract

Implementing deep learning in the Merdeka Curriculum requires teachers to design teaching modules that go beyond format completeness and embed mindful, meaningful, and joyful learning. Pre-service teachers, however, must prepare these documents within fixed formats while still developing their pedagogical judgement. Earlier studies of English teaching practicums have focused mainly on teaching strategies and general barriers, whereas the quality of the instructional documents that pre-service teachers prepare, and the mentoring that shapes them, has received little attention. This study aims to examine how pre-service English teachers integrate deep learning principles into their teaching modules, what challenges they face, and how mentor teachers and a university supervisor support them. This study employed a qualitative case study involving three pre-service English teachers during their teaching practicum (PPL) at SMK Negeri 1 Tembilahan from September to December 2026. Data were collected through classroom observations, analysis of teaching modules using a scoring rubric, and semi-structured interviews with pre-service teachers, mentor teachers, and the university supervisor, and were analyzed thematically with source and technique triangulation. All participants produced teaching modules with complete format components, yet only two of three (66.7%) showed strong integration of deep learning principles, while one (33.3%) remained limited to format compliance. Three challenges emerged: operationalizing the principles in a standardized format, designing assessments, and time pressure from administrative workload. Structured mentoring was associated with higher-quality modules, although the design does not support causal claims. The study concludes that format completeness is not a sufficient indicator of pedagogical quality. Scheduled coordination between mentor teachers and university supervisors, based on a shared rubric, is recommended to strengthen pre-service teachers’ capacity.

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