<![CDATA[Implementing the Deep Learning approach in Science and Social Studies (IPAS) learning is considered essential for developing 21st century skills (4Cs) critical thinking, creative thinking, communication, and collaboration which require learning to move beyond mere content delivery. This study aimed to analyze the implementation of the Deep Learning approach in developing 21st century skills in IPAS learning for Grade V students at SDN Kemantren 1, and to identify the supporting and inhibiting factors. The study employed a qualitative case study approach. The research subjects were Grade V students, with the school principal, the class teacher, and selected students serving as informants. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman technique. The findings show that the Deep Learning approach was implemented systematically, beginning with planning that integrated the principles of mindful learning, meaningful learning, and joyful learning, followed by contextual and collaborative learning activities, and holistic assessment that simultaneously served as a means of skill development, with collaboration showing the most notable progress among the four skills. Successful implementation was supported by the flexibility of the Merdeka Curriculum, the principal's support, and teacher creativity, while limited time and technology access remained the main constraints. The study affirms that consistent integration of the three Deep Learning principles meaningfully contributes to developing elementary students' 21st century skills in IPAS learning. ABSTRAK Penerapan pendekatan Deep Learning pada mata pelajaran IPAS dipandang penting sebagai upaya mengembangkan keterampilan abad ke-21 (4C), yaitu berpikir kritis, berpikir kreatif, komunikasi, dan kolaborasi, yang menuntut pembelajaran tidak lagi berorientasi pada penyampaian materi semata. Penelitian ini bertujuan menganalisis penerapan pendekatan Deep Learning dalam mengembangkan keterampilan abad ke-21 pada mata pelajaran IPAS di kelas V SDN Kemantren 1, serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian adalah peserta didik kelas V, dengan informan kepala sekolah, guru kelas V, dan peserta didik terpilih. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik Miles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan Deep Learning dilaksanakan secara sistematis melalui perencanaan yang mengintegrasikan prinsip mindful learning, meaningful learning, dan joyful learning, diikuti pelaksanaan pembelajaran kontekstual dan kolaboratif, serta asesmen holistik yang berfungsi sekaligus sebagai sarana pengembangan keterampilan peserta didik, dengan keterampilan kolaborasi menunjukkan perkembangan paling menonjol. Keberhasilan penerapan didukung oleh fleksibilitas Kurikulum Merdeka, dukungan kepala sekolah, serta kreativitas guru, sementara keterbatasan waktu dan akses teknologi menjadi kendala utama. Penelitian ini menegaskan bahwa integrasi ketiga prinsip Deep Learning secara konsisten berkontribusi nyata terhadap pengembangan keterampilan abad ke-21 peserta didik sekolah dasar pada pembelajaran IPAS.]]>
