<![CDATA[the paradigm shift in the curriculum toward Deep Learning requires elementary schools to reconstruct their internal ecosystems, not only administratively but also culturally. This study aims to capture in depth how the school culture at SDN Bandungan 01, Semarang Regency, is shaped and directed in supporting the transition period toward a new curriculum that emphasizes the pillar of Mindful, Meaningful, and Joyful Learning. This study employed a qualitative approach with a descriptive-analytical design through a case study. The research informants were selected using a purposive sampling technique, and student representatives. Data collection was conducted through in-depth interviews, open observations, and documentation studies, while the data analysis technique applied the interactive model of Miles and Huberman. Data validity was tested through source and technique triangulation. The results showed that SDN Bandungan 01 has made efforts to integrate the essence of Deep Learning into the School culture. The Joyful Learning pillar is realized through dynamic classroom layout adjustments; the Mindful Learning pillar is supported through morning character habit as a psychological filter for students from the external noise of the tourism area; and the Meaningful Learning pillar is stimulated through a shift in teacher’s instructional patterns toward contextual models that utilize the local natural environment. Nevertheless, cultural challenges such as the anxiety of some teachers to step out of their teaching comfort zones and the quantitative score orientation of parents still overshadow this transition process. This study concludes that strengthening a supportive and Meaningful Learning culture needs to be addressed first before touching upon the administrative aspects of the new curriculum.]]>
