The Influence of Learning Communities, Teacher Pedagogical Competence, and School Readiness on the Implementation of the Deep Learning Approach in Elementary Schools in Cipondoh Subdistrict, Tangerang City

This research investigates the influence of learning communities, teachers’ pedagogical competence, and school readiness on the implementation of deep learning in elementary school “Sekolah Penggerak” (Transformational Elementary School Program) in Cipondoh District, Tangerang City. Amid Indonesia’s educational transformation under the Merdeka Curriculum, deep learning—emphasizing critical thinking, conceptual understanding, and real-world application—has become a core instructional approach. However, its successful implementation relies not only on teacher qualification but also on collaborative professional culture and institutional support. Using a quantitative approach with multiple regression analysis, data were collected from elementary teachers and school principals through structured questionnaires. The findings revealed that learning communities, pedagogical competence, and school readiness each have a significant positive effect, both partially and simultaneously, on the implementation of deep learning. This study highlights the importance of holistic synergy among teacher collaboration, instructional capacity, and systemic readiness in fostering meaningful student learning experiences. The research offers strategic recommendations to bridge the gap between policy intentions and classroom practices, contributing to the sustainable transformation of primary education in Indonesia.