Persepsi Guru PJOK Terhadap Implementasi Kurikulum Deep Learning

Tania Dewi Lestari1[0009-0006-7929-7629],Sri Mulyani 2, Ega Tri Ramadhan 3, Resty Gustiawaty 4, Ega Trisna Rahayu 5

1,2,3,4,5 Universitas Singaperbangsa Karawang, Jawa Barat, Indonesia
thathaniadw@gmail.com

Abstrak. Penelitian ini menyimpulkan bahwa persepsi guru PJOK dibentuk oleh interaksi faktor personal, profesional, dan struktural, serta berdampak langsung pada keberhasilan kurikulum deep learning. Penelitian ini bertujuan menganalisis persepsi guru Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) terhadap implementasi kurikulum deep learning melalui pendekatan Systematic Literature Review (SLR). Sebanyak 40 artikel yang diterbitkan antara 2021–2025 ditelaah secara sistematis menggunakan protokol PRISMA dengan kriteria inklusi relevansi, konteks PJOK, serta keterkaitan dengan persepsi guru. Analisis menghasilkan lima tema utama: persepsi guru terhadap inovasi kurikulum, strategi implementasi pembelajaran mendalam, peran teknologi digital dan kecerdasan buatan, dukungan kebijakan dan pengembangan profesional, serta kontribusi PJOK dalam pendidikan karakter dan keberlanjutan. Hasil kajian menunjukkan bahwa persepsi guru sangat menentukan keberhasilan kurikulum. Guru dengan sikap positif cenderung mengadopsi strategi inovatif dan integrasi teknologi, sedangkan hambatan seperti keterbatasan sarana, literasi digital rendah, serta minimnya dukungan kebijakan memicu resistensi. Penelitian ini menegaskan pentingnya penguatan kapasitas guru dan dukungan sistemik dalam memastikan keberhasilan kurikulum deep learning.

Kata Kunci: Systematic Literature Review, PJOK, Deep Learning, Persepsi Guru, Kurikulum Merdeka.

Abstract. This study aims to analyze Physical Education (PJOK) teachers’ perceptions of the implementation of the deep learning curriculum through a Systematic Literature Review (SLR). A total of 40 articles published between 2021 and 2025 were systematically reviewed using the PRISMA protocol, with inclusion criteria focused on relevance, PJOK context, and teacher perceptions. Thematic analysis identified five major themes: teacher perceptions of curriculum innovation, implementation strategies for deep learning, the role of digital technology and artificial intelligence, policy support and professional development, and PJOK’s contribution to character education and sustainability. The findings reveal that teachers’ perceptions strongly determine the success of the curriculum. Teachers with positive perceptions tend to adopt innovative strategies and integrate digital technology, while barriers such as limited facilities, low digital literacy, and insufficient policy support often lead to resistance. This study highlights the importance of strengthening teacher capacity and systemic support to ensure successful implementation of the deep learning curriculum.

Keywords: Systematic Literature Review, Physical Education, Deep Learning, Teacher Perceptions, Merdeka Curriculum.

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Springer Nature will add OpenAccess standard text here during typesetting.