<![CDATA[Deep learning is relevant to Pancasila Education because it emphasizes conceptual understanding, active student engagement, and the connection between learning materials and students’ real-life experiences. This study aimed to describe the implementation of deep learning in Pancasila Education among third-grade students at SDN Plumbungan and to identify its impact on students’ development of understanding and learning processes. This study employed a qualitative approach with a case study design. The research participants consisted of one third-grade teacher and 22 students as supporting data sources. Data were collected through non-participant observation, a semi-structured interview with the teacher, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, while data trustworthiness was established through source, technique, and time triangulation. The findings showed that deep learning was implemented through student-centered instructional planning, the application of the principles of mindful learning, meaningful learning, and joyful learning, the use of active learning activities, and reflection at the end of the lesson. Based on observations, interviews, and documentation, positive developments were identified in students’ understanding and learning processes, as reflected in their ability to connect learning materials with everyday life, participate in discussions, collaborate with peers, express their opinions, and demonstrate enthusiasm during learning activities. Therefore, deep learning provides a more active, contextual, and meaningful learning experience in Pancasila Education for third-grade elementary school students. ABSTRAK Pembelajaran mendalam (deep learning) memiliki relevansi dalam pembelajaran Pendidikan Pancasila karena menekankan pemahaman konseptual, keterlibatan aktif, dan pengaitan materi dengan pengalaman nyata peserta didik. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran mendalam pada mata pelajaran Pendidikan Pancasila di kelas III SDN Plumbungan serta mengidentifikasi dampaknya terhadap perkembangan pemahaman dan proses belajar peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas satu guru kelas III dan 22 peserta didik sebagai sumber data pendukung. Data dikumpulkan melalui observasi nonpartisipatif, wawancara semi terstruktur dengan guru, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa pembelajaran mendalam telah diterapkan melalui perencanaan pembelajaran yang berpusat pada peserta didik, penerapan prinsip mindful learning, meaningful learning, dan joyful learning, penggunaan aktivitas pembelajaran aktif, serta refleksi pada akhir pembelajaran. Berdasarkan hasil observasi, wawancara, dan dokumentasi, terdapat perkembangan positif pada pemahaman dan proses belajar peserta didik, yang terlihat dari kemampuan mengaitkan materi dengan kehidupan sehari-hari, keterlibatan dalam diskusi, kerja sama, keberanian mengemukakan pendapat, dan antusiasme mengikuti pembelajaran. Dengan demikian, pembelajaran mendalam memberikan pengalaman belajar yang lebih aktif, kontekstual, dan bermakna dalam pembelajaran Pendidikan Pancasila di kelas III sekolah dasar.]]>
