Readiness of Biology Teachers in West Palu District in Implementing the Deep Learning Approach in the Merdeka Curriculum

This study aimed to examine the readiness of biology teachers in West Palu District to implement the deep learning approach within the Merdeka Curriculum and to identify factors associated with their readiness. A descriptive quantitative approach was employed, with data collected through questionnaires and interviews. The study involved all six biology teachers who were actively teaching at senior high schools in West Palu District. Teacher readiness was examined across cognitive, mental, and physical dimensions. The results indicated that the teachers were generally ready to very ready to implement the deep learning approach. Cognitive readiness was particularly high, with 60% of responses indicating agreement and 40% indicating strong agreement, reflecting teachers’ understanding of the Merdeka Curriculum, the development of Learning Outcomes (CP), Learning Objectives (TP), and Learning Objective Sequences (ATP), and the implementation of assessments emphasizing deeper understanding. Mental readiness was also high, with 50% of responses indicating agreement and 50% indicating strong agreement, as reflected in positive attitudes, motivation, and adaptability in teaching. Physical readiness was comparatively lower, with 50% agreement, 47% strong agreement, and 3% disagreement, particularly in relation to health conditions and teaching workload. Overall, cognitive, mental, and physical readiness were identified as interconnected dimensions supporting the implementation of deep learning. These findings indicate that the participating biology teachers demonstrated generally high readiness to implement the deep learning approach within the Merdeka Curriculum, although physical readiness remains an area requiring attention.