Transformation of The Role of Sociology Teachers in The Deep Learning Ecosystem (Case Study of High School Negeri 3 Panyabungan)
Abstract
The transformation of teachers' roles in the Deep Learning Ecosystem is key to creating meaningful, collaborative, and student-centered learning experiences. This study aims to analyze the changing roles of Sociology teachers at High School Negeri 3 Panyabungan in implementing Deep Learning in the 2025/2026 academic year. The approach used was qualitative, with observation, interviews, and documentation methods for Sociology teachers and the vice principal for curriculum. The results show that Sociology teachers transformed in three main dimensions: as activators who spark students' curiosity through reflective questions and contextual problems, as builders of a learning culture that fosters a collaborative and empathetic environment, and as collaborators who play an active role with other teachers in designing cross-disciplinary projects. This implementation demonstrates a paradigm shift from content-based learning to competency-based learning and self-reflection. The results of this study confirm that teacher readiness and institutional support are crucial for the success of role transformation in the Deep Learning Ecosystem.
References
Budiaman, B., Sumatra, I. M., & Muhammad, R. (2023). Integrating local wisdom in sociology learning to improve students’ critical thinking skills. Journal of Sociology Research and Education, 10(2), 112.
Conklin, H. G. (2020). Reading the world: Fostering critical consciousness and high-order thinking in social studies classrooms. The Journal of Social Studies Research, 44(2), 215–227.
Damanik, F. H. S., & Muhammad, G. (2025). The deep learning approach in sociology education at the high school level. SocioEdu: Sociological Education, 6(1), 48–54.
Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency, analyzes, and actions during a crisis: The transformation of pedagogy in unexpected ecosystems. Frontiers in Education, 6, Article 671408. https://doi.org/10.3389/feduc.2021.671408
Didi, A. (2018). Kendala dalam proses pembelajaran di sekolah. Journal of Educational Challenges, 6(4), 210–220.
Emilza, L. P. Y. (2025). Transformasi peran guru dalam pembelajaran sosiologi berbasis project based learning. Charta Journal, 1(4), 140.
Faridah, A. (2022). Teacher’s readiness toward curriculum reform in Indonesia. Asian Education Studies, 9(2), 85–97.
Fitrah, M., et al. (2025). Are teachers ready to adopt deep learning pedagogy? The role of technology and 21st century competencies amid educational policy reform. Education Sciences, 15(10), 1344.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
Greenhow, C., & Galvin, S. (2020). Teaching with social media: Revisiting a research agenda. Computers & Education, 144, Article 103715. https://doi.org/10.1016/j.compedu.2019.103715
Hasan, S. H. (2012). Dimensi-dimensi dalam kurikulum. Journal of Curriculum Studies, 7(2), 112–120.
Heong, Y. M., Kiong, T. T., & Mohamad, M. M. (2021). The effectiveness of scaffolding techniques in developing higher-order thinking skills (HOTS) in social science education. Journal of Technical Education and Training, 13(1), 89.
Jannah, M., & Widiansyah, S. (2025). Peran guru sosiologi dalam pengembangan pendidikan karakter di Madrasah Aliyah Negeri 1 Kota Cilegon. PESHUM: Jurnal Pendidikan, Sosial dan Humaniora, 4(3), 4562.
Kensington-Miller, B., & Brailsford, I. (2022). From sage on the stage to guide on the side: Navigating academic development in complex institutional landscapes. International Journal for Academic Development, 27(3), 245–257.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Moleong, L. J. (2019). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.
Mulyanto, A., et al. (2025). Implementasi pembelajaran mendalam pada Kurikulum Merdeka di Sekolah Menengah Atas. Jurnal Pendidikan Nasional, 15(2), 76–90.
Priestley, M., Alvunger, P., Philippou, S., & Soini, T. (2021). Curriculum making in Europe: Policy and practice at the intersection of structure and agency. Emerald Group Publishing.
Redana, D. N. (2023). Driving school and deep learning implementation in Indonesia. Jurnal Ilmu Pendidikan, 9(3), 101–110.
Retnawati, H., Hadi, S., & Nugraha, A. C. (2018). Vocational high school teachers’ difficulties in implementing the thematic curriculum and higher-order thinking skills (HOTS). International Journal of Instruction, 11(3), 557–576.
Soca, J. (2020). Active classrooms: The role of the teacher as activator in student engagement. IDB Publications.
Supardan, D., & Suryadi, K. (2019). Local culture-based sociology learning model for digital native students. International Journal of Social Sciences and Education, 9(4), 301.
Suparno, H. (2024). Strategi guru dalam mendorong pembelajaran sosiologi yang aktif dan kontekstual. Jurnal Pendidikan dan Kebudayaan, 10(2), 85–93.
Suyanto, E. (2025). Pembelajaran mendalam: Kerangka implementasi dalam Kurikulum Merdeka. Jurnal Inovasi Pendidikan, 10(1), 12–24.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. (2003).
Wijaya, A., Tang, S., & Putri, R. (2022). The readiness of Indonesian social science teachers in facing the paradigm shift of Curriculum Merdeka. Journal of Education and Learning (EduLearn), 16(3), 345. https://doi.org/10.11591/edulearn.v16i3.20451
Copyright (c) 2026 Khoirul Amri Rambe, Desri Nora
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BIP is under the Creative Commons Attribution 4.0 International License, according to which:
1) Authors retain copyright with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgment of authorship and the initial publication in this journal.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
