Learning Management to Create Interactive Classes in the Implementation of In-Depth Learning at SD Negeri 009 Balikpapan

Abstract

The implementation of deep learning in elementary schools requires learning management that is capable of creating interactive classes, but learning practices still face challenges such as low student participation, suboptimal time management, and limitations in building multidirectional interactions. This study aims to analyze and describe learning management in realizing interactive classes in the implementation of deep learning at SD Negeri 009 Balikpapan Tengah. This study uses a qualitative approach with a case study design. Research data were obtained through learning observations, semi-structured interviews with the principal, teachers, and students, as well as documentation of teaching modules and student portfolios. Data were analyzed using the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and drawing conclusions with validation through triangulation of sources, techniques, and theories. The results of the study indicate that the applied learning management includes planning through the preparation of teaching modules based on trigger questions and higher-order thinking skills (HOTS), class organization through spatial arrangement and the formation of heterogeneous learning groups, implementation of learning based on multidirectional interactions through problem-solving and collaboration strategies, and evaluation through supervision and learning reflection. The main obstacles identified were time constraints and differences in student engagement levels, which were addressed through schedule management, teacher mentoring, and scaffolding strategies. This study concluded that systematic, adaptive, and student-engagement-oriented learning management is a crucial factor in creating interactive classes and supporting the successful implementation of immersive learning in elementary schools.