<![CDATA[ABSTRACT This study analyzes Indonesian language teachers’ ability to develop deep learning instructional materials integrating Sasak local wisdom in senior high schools in Central Lombok. The study focuses on lesson planning, teaching materials, assessment instruments, and implementation challenges. A qualitative approach with a case study design was employed across seven senior high schools. Data were collected through in-depth interviews, questionnaires, and document analysis, and were analyzed through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. Percentages were used only as supporting descriptive data and not as the basis for statistical analysis. The findings indicate that teachers generally demonstrated good competence in developing instructional components, particularly in selecting relevant materials and learning resources. Descriptive data showed that several teaching-material indicators reached 96%, while indicators related to deep exploration and optimization of local cultural integration reached 82%, indicating a gap between the completeness of instructional components and the depth of learning experiences. The achievement of challenges and efforts across schools ranged from 86% to 93%, reflected in teachers’ participation in MGMP collaboration, training, resource sharing, and digital resource utilization. The main challenges involved limited specialized references and the lack of systematic integration of Sasak culture. The study concludes that Sasak local wisdom needs to be coherently integrated into learning objectives, activities, materials, and assessment to support deep learning, literacy, higher-order thinking skills, and cultural meaning-making. ABSTRAK Penelitian ini menganalisis kemampuan guru Bahasa Indonesia dalam menyusun perangkat ajar pembelajaran mendalam berbasis kearifan lokal Sasak pada SMA di Kabupaten Lombok Tengah. Fokus penelitian mencakup perencanaan pembelajaran, bahan ajar, instrumen penilaian, serta kendala implementasi. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada tujuh SMA. Data dikumpulkan melalui wawancara mendalam, angket, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Persentase digunakan sebagai data deskriptif pendukung, bukan sebagai dasar analisis statistik. Hasil penelitian menunjukkan bahwa guru secara umum memiliki kemampuan baik dalam mengembangkan perangkat ajar, terutama pada pemilihan materi dan sumber belajar. Data deskriptif menunjukkan beberapa indikator bahan ajar mencapai 96%, sedangkan indikator eksplorasi mendalam dan optimalisasi integrasi budaya lokal mencapai 82%, yang menunjukkan adanya kesenjangan antara kelengkapan komponen perangkat dan kedalaman pengalaman belajar. Capaian kendala dan upaya antarsekolah berada pada rentang 86–93%, dengan strategi berupa kolaborasi MGMP, pelatihan, berbagi perangkat, dan pemanfaatan sumber digital. Kendala utama berupa keterbatasan referensi khusus dan belum sistematisnya integrasi budaya Sasak. Penelitian menyimpulkan bahwa kearifan lokal Sasak perlu diintegrasikan secara koheren dalam tujuan, aktivitas, bahan, dan asesmen agar mendukung pembelajaran mendalam, literasi, HOTS, dan pemaknaan budaya.]]>
