<![CDATA[This study aims to examine the implementation of the Deep Learning approach in economics learning at vocational high schools (SMK), senior high schools (SMA), and Islamic senior high schools (MAN) in Bulukumba Regency. The study employed a qualitative descriptive design to obtain an in-depth understanding of how Deep Learning principles are applied in educational practice. Data were collected through interviews, classroom observations, and documentation involving economics teachers and school administrators. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing. The findings reveal that the Deep Learning approach has been integrated into learning planning, implementation, and evaluation. During the planning stage, teachers conduct initial assessments and adapt teaching modules according to students’ characteristics and learning needs. In the implementation stage, learning activities are designed to be contextual, collaborative, reflective, and practice-oriented, enabling students to connect economic concepts with real-life situations. The integration of digital technology further supports student engagement and learning experiences. Evaluation is carried out through formative and summative assessments to monitor learning progress and provide appropriate follow-up actions. Despite several challenges, including limited technological facilities, differences in students’ learning abilities, and varying levels of teachers’ digital competence, the implementation of Deep Learning contributes positively to students’ critical thinking skills, conceptual understanding, active participation, and meaningful learning experiences. These findings indicate that the Deep Learning approach has the potential to improve the quality of economics education at the secondary school level.]]>
