Mathematics Teachers' Competence in Implementing Deep Learning Approaches in Algebra Instruction: A Case Study at SMP Negeri 1 Tana Toraja

The growing demand for twenty-first-century competencies has highlighted the importance of deep learning approaches that foster conceptual understanding, critical thinking, and meaningful learning experiences. However, the implementation of deep learning in mathematics classrooms remains challenging, particularly in algebra instruction. This study aimed to analyze mathematics teachers’ competence in implementing deep learning approaches in algebra teaching at SMP Negeri 1 Tana Toraja, Indonesia. A qualitative case study design was employed to gain an in-depth understanding of teachers’ perceptions and instructional practices. Data were collected through semi-structured interviews, classroom observations, and document analysis involving five mathematics teachers selected using purposive sampling. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers’ understanding of deep learning varied considerably. Two teachers demonstrated a comprehensive understanding by emphasizing conceptual understanding and contextual learning, whereas the remaining teachers associated deep learning primarily with higher-order and more complex exercises. Although some teachers attempted to integrate real-life contexts into algebra instruction, classroom practices were still predominantly characterized by teacher-centered approaches, lectures, and routine exercises. Several challenges were identified, including limited pedagogical competence, insufficient professional development opportunities, administrative workload, and students’ dependence on conventional learning practices. The study concludes that the implementation of deep learning approaches in algebra instruction remains at a developmental stage and is influenced by both internal and external factors. Strengthening teachers’ pedagogical competence, providing continuous professional development, and reducing administrative burdens are essential to support meaningful mathematics learning. These findings contribute to the growing body of literature on deep learning implementation in mathematics education and provide practical implications for educational policy and teacher professional development.