<![CDATA[Deep learning pedagogy has emerged as a transformative approach in Indonesian education, emphasizing meaningful, mindful, and joyful learning experiences. However, the implementation of this approach in elementary schools, particularly in rural contexts, remains under-researched. This qualitative case study investigated teacher perceptions, practices, and challenges in implementing deep learning pedagogy in Gugus Perigi, Suela District, East Lombok, Indonesia. Data were collected through in-depth interviews with six elementary school teachers, classroom observations, and document analysis of teaching modules. Findings revealed that teachers demonstrated positive perceptions toward deep learning, understanding it as learning that transcends memorization toward conceptual understanding, contextual connection, and practical application. However, perceptions varied in depth, with some teachers exhibiting systematic understanding while others remained in developmental stages. Classroom practices showed strengths in creating psychologically safe environments (84.72%), building student awareness (81.94%), and connecting learning to real-life contexts (81.25%). Yet, challenges emerged in applying concepts to new situations (73.61%) and conducting meaningful reflection (77.78%). Implementation was constrained by student diversity, time limitations, resource availability, and pedagogical capacity. This study contributes to understanding deep learning implementation in resource-constrained Indonesian elementary school contexts and offers recommendations for teacher professional development and policy support to bridge the gap between pedagogical vision and classroom reality.]]>
