Principal's Strategy in the Implementation of Deep Learning in High School

Abstract

The implementation of Deep Learning as a learning approach in educational transformation requires strategies that align with the characteristics and needs of each educational unit. Schools need not only teacher readiness to implement aware, meaningful, and engaging learning but also effective leadership to guide, support, and sustain its implementation. This study aims to describe and analyze principals’ strategies in formulating, implementing, and evaluating Deep Learning at SMA Negeri 1 Lobalain and SMA Negeri 2 Lobalain, Rote Ndao Regency. This study employed a qualitative approach with a multi-site case study design. Data were collected through in-depth interviews, observations, and documentation studies and analyzed through data condensation, data presentation, and conclusion drawing. The findings show that principals’ strategies consist of three main stages: strategy formulation, implementation, and evaluation. Formulation involves building shared understanding, mapping school readiness, determining program directions, and preparing implementation support. Implementation focuses on strengthening teacher competence, supervision, professional collaboration, and adaptation to school conditions. Evaluation includes monitoring, reflection, supervision, and follow-up improvements. Cross-site findings reveal similar strategic patterns with different implementation characteristics according to each school’s conditions and needs.