https://www.journal.kurasinstitute.com/index.php/bip <p><strong>[<a href="https://sinta.kemdiktisaintek.go.id/journals/profile/11413" target="_blank" rel="noopener">ACCREDITED SINTA 2</a>]</strong> Berkala Ilmiah Pendidikan (Online ISSN <a href="https://portal.issn.org/resource/ISSN/2775-5312" target="_blank" rel="noopener">2775-5312</a>) publishes original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. In addition, the journal regularly carries a <em>Comments and Criticism</em> section which provides a forum for the expression of differing viewpoints and commentary and clarification of topics in published papers.&nbsp;</p> Scidac Plus en-US Berkala Ilmiah Pendidikan 2775-5312 <p>The BIP is under the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>, according to which:</p> <p>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.</p> <p>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.</p> <p>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.</p> https://www.journal.kurasinstitute.com/index.php/bip/article/view/1930 <p>Teachers play a noble role in shaping the nation’s future generations through education; however, teachers’ subjective well-being remains a critical issue in the education sector. This study aims to examine the effect of job demands on subjective well-being and the moderating role of teacher professional identity. A total of 329 public school teachers participated in this study, selected through a multistage cluster sampling technique. Data were collected using the Job Demands Questionnaire (JDQ), the Indonesian Teacher Professional Identity (ITPI) scale, the Scale of Positive and Negative Experience (SPANE), and the Satisfaction with Life Scale (SWLS). Data were analyzed using linear regression and Moderated Regression Analysis (MRA). The results indicate that job demands positively and significantly influence teachers’ subjective well-being, suggesting that job demands may function as challenge demands that foster meaningful work experiences rather than merely acting as stressors. Teacher professional identity also significantly moderates the relationship between job demands and subjective well-being by weakening the effect of job demands on subjective well-being. These findings highlight the importance of psychological and professional resources in explaining teachers’ well-being and contribute to the JD-R literature by demonstrating that job demands do not always reduce well-being, particularly in the Indonesian educational context.</p> Aisyah Khoirunnisa Anne Hafina Adiwinata Nandang Budiman Copyright (c) 2026 Aisyah Khoirunnisa, Anne Hafina Adiwinata, Nandang Budiman https://creativecommons.org/licenses/by/4.0 2026-06-17 2026-06-17 6 2 1 13 10.51214/bip.v6i2.1930 https://www.journal.kurasinstitute.com/index.php/bip/article/view/1932 <p>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&nbsp; 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.</p> Khoirul Amri Rambe Desri Nora Copyright (c) 2026 Khoirul Amri Rambe, Desri Nora https://creativecommons.org/licenses/by/4.0 2026-06-22 2026-06-22 6 2 14 22 10.51214/bip.v6i2.1932