Kepemimpinan Pendidikan sebagai Penggerak Budaya Pembelajaran Mendalam: Studi Kasus di Sekolah Menengah Pertama

Abstract

In the context of 21st century education transformation, deep learning becomes a strategic approach to build learners' critical, reflective, and contextual thinking capacity. This study aims to explore the leadership role of school principals in shaping the culture of deep learning in junior high schools. Using a qualitative approach with an intrinsic case study design, data were collected through in-depth interviews, participatory observation, and document analysis of one private junior high school in Tangerang district. The findings show that the principal acts as a cultural facilitator through visionary and transformational leadership that encourages reflection, dialogue and collaboration among school members. The culture of deep learning is built through the practice of *dialogue education*, strengthening the teacher community, and contextualized project-based learning. The challenges of administrative burden and cultural resistance were overcome through relational and participatory approaches. The theoretical implications of this study enrich the educational leadership discourse by emphasizing the cultural and relational dimensions in supporting pedagogical transformation. The practical implications underscore the importance of reflective leadership training and school policies that support collaborative learning ecosystems. This study recommends the development of a learning leadership model integrated with humanistic and reflective values in the context of Kurriculum Merdeka.