Teacher Learning Innovation and Principal Reflective Leadership as Predictors of Pedagogical Deep Learning in Elementary Schools

Abstract

Deep learning (deep learning) is the main orientation of 21st-century education that emphasizes conceptual understanding, active involvement, and the ability of students to relate knowledge to real life. However, its implementation in elementary schools still faces obstacles due to suboptimal learning innovations by teachers and inconsistent reflective leadership of principals. This study aims to analyze the influence of learning innovations by teachers and reflective leadership of principals on in-depth learning in elementary schools, both partially and simultaneously. The study used a quantitative approach with the SEM-PLS method (Structural Equation Modeling - Partial Least SquaresThe research population was all elementary school teachers in Tlogowungu District, Pati Regency. The research sample consisted of 177 teachers selected using the techniqueProportional Stratified Random Sampling. Data were collected through a Likert-scale structured questionnaire and analyzed using SmartPLS 3.2 software. The results of the study indicate that: (1) Teacher Learning Innovation has a positive and significant effect on Deep Learning (β = 0.614; t = 5.881; p = 0.001); (2) Principal Reflective Leadership has a positive and significant effect on Deep Learning (β = 0.356; t = 3.075; p = 0.001); and (3) Both independent variables simultaneously explain the variance of Deep Learning by 88.7% (R² = 0.887). These findings provide theoretical and practical contributions to strengthening the capacity of teachers and principals in building a conscious, meaningful, and enjoyable deep learning ecosystem.