<![CDATA[Mathematics learning outcomes among elementary school students still tend to be low. These low learning outcomes indicate that students have not fully understood mathematical concepts deeply and are still focused on memorization. In response to this condition, the Ministry of Primary and Secondary Education proposed the implementation of a deep learning approach at the elementary school level to improve conceptual understanding, critical thinking skills, and students’ active involvement in mathematics learning. This study aims to describe the implementation of the deep learning approach, describe students’ mathematics learning outcomes, and analyze the relationship between the deep learning approach and the mathematics learning outcomes of fourth-grade students at MI Salafiyah Syafi’iyah Seblak Jombang. This study used a correlational research design and a quantitative methodology. Purposive sampling procedures were used to choose 45 fourth-grade students for the sample. Data were collected through interviews, observation, questionnaires, tests, and documentation. Data analysis used descriptive statistics and Spearman Rank correlation tests. The The findings indicated that: (1) the deep learning approach's implementation in mathematics learning was rated as high, with an average score of 59.87 and a percentage of 79.82%; (2) students’ mathematics learning outcomes were categorized as very high, with an average score of 82.71 and a learning mastery percentage of 93.33%; and (3) the deep learning approach has a positive and significant correlation with students' mathematics learning outcomes, with a correlation coefficient of 0.613 and a significance value of ρ < 0.000. The findings indicate that students' mathematics learning outcomes will increase as the implementation of the deep learning approach becomes more optimal.]]>
