Deep learning is urgently required to achieve scientific literacy and to develop high order thinking skills. This study aimed to describe the deep learning ability of science education major students in a university in East Java at the microscopic level of protein. Twenty students from superior class and thirty students from non-superior class were involved voluntarily in the survey study. By using content analysis, we found that students from both classes successful identified, defined, and explained aspects of protein cases macroscopically. However, microscopically, no students from the superior class explained protein aspects in the cases, while 11% of students from non-superior class explained them successfully. Seven percent of student from non-superior class used their protein knowledge to explain the protein cases they explored successfully. We also found that 7% of students from the non-superior class performed deep learning at microscopic level of protein, while no students from the superior class performed the same. However, majority students from both classes performed surface learning at microscopic level of protein. The results imply that both superior and non-superior students are difficult to learn protein microscopically. Learning strategy to help students attain meaningful learning of biochemistry are needed by the students.

Key words: deep learning, protein, microscopic level, superior students, non-superior student