<![CDATA[ABSTRACT Art education in the Merdeka Curriculum should promote mindful, meaningful, and joyful learning through a deep learning approach. Sasak local wisdom has strong potential as a learning resource, but its implementation requires teachers to translate concepts into operational teaching materials. This study aims to map the understanding of senior high school Art teachers in Central Lombok regarding deep learning-based teaching modules, instructional materials, and assessment instruments integrated with Sasak local wisdom. The study employed a descriptive design with qualitative inquiry involving seven Art teachers from public senior high schools. Data were collected through questionnaires, semi-structured interviews, and document analysis and analyzed descriptively and thematically. The results showed that teachers’ understanding was categorized as “Good,” with scores of 69.20% for teaching modules, 73.98% for instructional materials, and 65.71% for assessment instruments. Teachers understood deep learning principles and Sasak cultural resources but faced difficulties in independently developing modules, creating interactive instructional materials, and formulating specific assessment indicators. These findings highlight the need for continuous support to strengthen culturally responsive learning implementation. ABSTRAK Pembelajaran Seni Rupa dalam Kurikulum Merdeka perlu diarahkan pada pengalaman belajar yang berkesadaran, bermakna, dan menyenangkan melalui pendekatan deep learning. Kearifan lokal Sasak berpotensi menjadi sumber belajar, tetapi penerapannya memerlukan kemampuan guru menerjemahkan konsep ke dalam perangkat ajar yang operasional. Penelitian ini bertujuan memetakan pemahaman guru Seni Rupa SMA di Lombok Tengah tentang modul ajar, bahan ajar, dan instrumen penilaian deep learning berbasis kearifan lokal Sasak. Penelitian menggunakan desain deskriptif dengan pendalaman kualitatif dan melibatkan tujuh guru Seni Rupa SMA Negeri. Data dikumpulkan melalui kuesioner, wawancara semi-terstruktur, dan analisis dokumen serta dianalisis secara deskriptif dan tematik. Hasil menunjukkan bahwa pemahaman guru berada pada kategori Paham, dengan skor modul ajar 69,20%, bahan ajar 73,98%, dan instrumen penilaian 65,71%. Guru memahami prinsip deep learning dan sumber budaya Sasak, tetapi masih menghadapi kendala dalam penyusunan modul mandiri, pengembangan bahan ajar interaktif, dan perumusan indikator penilaian spesifik. Temuan ini menegaskan perlunya pendampingan berkelanjutan untuk memperkuat implementasi pembelajaran berbasis budaya lokal.]]>
