Bridging the Gap in Deep Learning Implementation: Design of Scientific Investigation Training for Science Teachers
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1033Keywords:
Deep learning, Scientific inquiry, Teacher professional development, Science process skillsAbstract
The transformation of science education within the Deep Learning policy framework requires a fundamental reconstruction of teachers’ pedagogical practices toward authentic, reflective, and contextual scientific inquiry. This study aims to develop the content and design of a Deep Learning–Based Scientific Inquiry training model for science teachers to bridge the gap between policy expectations and classroom practices. A context analysis study was conducted using qualitative document analysis of the Regulation of the Minister of Education No. 1 of 2026 on Process Standards, the Academic Manuscript of Deep Learning, the Science Learning Outcomes document, and theoretical frameworks on levels of inquiry and teacher professional development. Data were analyzed through reduction, categorization, and conceptual synthesis to formulate an epistemologically and pedagogically coherent training model. Findings indicate that deep learning in science positions science process skills as the epistemological pathway for constructing conceptual understanding through the cycle of understanding–applying–reflecting. However, classroom practices remain predominantly procedural, resembling cookbook laboratory activities. To address this challenge, the DINAMIS training model (Identification–Integration–Analysis–Simulation–Implementation–Self Reflection) was developed by adapting the Experiential Learning Cycle into a discipline-specific professional development framework. The model demonstrates vertical coherence (from conceptual understanding to reflective practice) and horizontal integration (deep learning principles, science process skills, and levels of inquiry). Conceptually and practically, this training design has the potential to strengthen science teachers’ conceptual and implementative capacities in facilitating authentic inquiry, thereby enhancing students’ scientific literacy and higher-order thinking skills.
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