<![CDATA[ABSTRACT Learning procedural texts in vocational high schools should not be limited to understanding their structures and linguistic features, but should also provide students with opportunities to actively experience the processes of designing, developing, and communicating ideas. In this context, the Deep Learning approach offers a learning experience through three dimensions: mindful learning, meaningful learning, and joyful learning. This study examines the implementation of these three dimensions in learning to design and develop procedural texts among 28 eleventh-grade students at SMK NU 1 Sukodadi. A qualitative descriptive approach supported by descriptive quantitative data was employed. Data were collected through observations of learning activities and learning outcome tests, then analyzed through data reduction, data presentation, conclusion drawing, and percentage analysis. During the learning process, both teacher and student activities demonstrated a very effective level of implementation. Learning outcomes obtained through individual tests and group assignments also indicated a high level of mastery according to the predetermined criteria. The integration of learning awareness, connections between learning materials and students’ experiences, and an enjoyable learning atmosphere provided opportunities for students to engage more actively and collaboratively in the learning process. Thus, the implementation of Deep Learning can serve as a relevant approach for supporting procedural text instruction that focuses not only on learning outcomes but also on the quality of students’ learning experiences. ABSTRAK Pembelajaran teks prosedur di sekolah menengah kejuruan tidak cukup diarahkan pada kemampuan memahami struktur dan kaidah, tetapi perlu memberi ruang bagi siswa untuk mengalami proses merancang, mengembangkan, dan mengomunikasikan gagasan secara aktif. Dalam konteks tersebut, pendekatan Deep Learning menawarkan pengalaman belajar melalui mindful learning, meaningful learning, dan joyful learning. Penelitian ini mengkaji penerapan ketiga dimensi tersebut pada pembelajaran merancang dan mengembangkan teks prosedur di kelas XI SMK NU 1 Sukodadi dengan melibatkan 28 siswa. Penelitian menggunakan pendekatan deskriptif kualitatif yang diperkuat data kuantitatif deskriptif. Informasi penelitian diperoleh melalui observasi aktivitas pembelajaran dan tes hasil belajar, kemudian dianalisis melalui reduksi data, penyajian data, penarikan kesimpulan, serta perhitungan persentase. Selama pembelajaran, aktivitas guru dan siswa menunjukkan keterlaksanaan pada kategori sangat efektif. Capaian belajar melalui tes individu maupun tugas kelompok juga memperlihatkan tingkat ketuntasan yang tinggi sesuai kriteria yang telah ditetapkan. Pola pembelajaran yang memadukan kesadaran belajar, keterkaitan materi dengan pengalaman, dan suasana yang menyenangkan memberikan ruang bagi siswa untuk terlibat dalam proses secara lebih aktif dan kolaboratif. Dengan demikian, penerapan Deep Learning dapat menjadi pendekatan yang relevan untuk mendukung pembelajaran teks prosedur yang tidak hanya berorientasi pada hasil, tetapi juga pada kualitas pengalaman belajar siswa. ]]>
