<![CDATA[This study aims to analyze the implementation of deep learning, its supporting factors, as well as obstacles and solutions. This type of research is descriptive qualitative; the research location is Muhammadiyah 1 Elementary School in Tegal City; data sources include informants, activities, documents. The research results in three points: the implementation of deep learning, its supporting factors, as well as obstacles and their solutions. First point, the implementation of deep learning at Muhammadiyah 1 Elementary School was effective in strengthening character quality. The learning is meaningful, reflective, and value-based. In addition to being academically intelligent, students’ characters meet Islamic values and national education goals. Second, several factors support the effectiveness of deep learning. Two of these are strong school vision and leadership, i.e., the principal's commitment as an agent of change who inspires the entire school community. The next factor is the character curriculum development team. Two other factors are teacher quality and competence, i.e., understanding of deep learning concepts, pedagogical skills, role models, and ongoing professional training and development. Other factors include integrated curriculum design, a conducive school environment and culture, active parent and community involvement, authentic and ongoing assessment, and the use of technology. Third, the following are obstacles and their solutions. For the constraint of limited teacher understanding and competence, the solution is regular practice. The solution to teachers' time constraints and administrative tasks is to reduce and simplify non-essential administrative tasks. So, teachers can focus on learning. The lack of parental support and involvement can be overcome by holding seminars, workshops, or regular meetings with parents. Limited facilities and infrastructure can be overcome by maximizing the use of existing facilities or recycling them for projects.]]>
