Hypermodule Deep Learning Inquiry–Steam: A Theoretical Framework And Science Teachers’ Perceptions In The Digital Era

Wahyu Sugiarto(1*)


(1) Universitas Negeri Yogyakarta
(*) Corresponding Author

Abstract


Advances in digital technology have driven science education toward deeper, more collaborative, and contextually meaningful learning. This study explores the theoretical framework of the Hypermodule Deep Learning Inquiry–STEAM and examines science teachers’ perceptions of its potential in the digital era. A qualitative exploratory‑survey design involved 38 junior high school science teachers in Biak Numfor Regency, Papua, Indonesia. Data were collected through open‑ended questionnaires and semi‑structured interviews and analyzed thematically (open–axial–selective coding). Findings indicate that teachers conceptualize deep learning as meaningful learning that requires connecting, applying, and reflecting on concepts in real‑life contexts. Inquiry is perceived as effective for fostering scientific reasoning, whereas STEAM promotes creativity and collaboration. The main challenges concern limited digital infrastructure and teachers’ technological competence. Conceptually, the hypermodule is perceived to enhance scientific literacy and 21st‑century skills, particularly collaboration and critical thinking. The study implies the need for institutional support and professional training to strengthen teachers’ digital readiness and pedagogical innovation in technology‑enhanced science learning.

Keywords


Deep learning, Inquiry, STEAM, Hypermodule

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References


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DOI: https://doi.org/10.26714/jps.14.1.2026.49-58

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