Abstract
This study aimed to determine mathematics teachers’ perceptions of the implementation of the Merdeka Curriculum using the Deep Learning approach and to analyze its effect on mathematics learning activities in senior high schools in Aceh Besar. The study employed a quantitative approach with a correlational research design. The sample consisted of 20 mathematics teachers selected through purposive sampling. The research instruments were teacher perception and mathematics learning activity questionnaires that had been tested for validity and reliability. Data were analyzed using descriptive statistics, normality tests, linearity tests, simple linear regression, correlation coefficients, determination coefficients, and t-tests. The findings showed that teachers’ perceptions were in the very good category, with a mean score of 62.90. Mathematics learning activities were in the very high category, with a mean score of 54.40. The regression analysis produced the equation Y = -6.905 + 0.975X. The correlation coefficient (R) of 0.976 indicated a very strong relationship, while the coefficient of determination (R²) of 0.952 showed that 95.2% of the variance in mathematics learning activities was explained by teachers’ perceptions. The t-test result showed a t-value of 18.920 with a significance level of 0.000 (<0.05). Therefore, it can be concluded that teachers’ perceptions of the implementation of the Merdeka Curriculum through the Deep Learning approach have a positive and significant effect on mathematics learning activities in senior high schools in Aceh Besar.
