<![CDATA[The implementation of deep learning has become a strategic effort to improve the quality of teaching and learning by fostering critical thinking, problem-solving, reflection, and meaningful learning experiences. The successful implementation of this approach is influenced by teachers' understanding, classroom practices, and the supporting and inhibiting factors encountered in schools. This study aimed to analyze teachers' understanding of the deep learning concept, the implementation of deep learning after professional training, and the factors influencing its implementation at SMP Negeri 2 Parittiga, West Bangka Regency. This study employed a qualitative approach with a case study design. Informants were selected purposively and consisted of the principal, teachers, and other relevant stakeholders. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source, technique, and time triangulation. The findings revealed that teachers had a good understanding of the deep learning concept and were able to implement the principles of mindful learning, meaningful learning, and joyful learning in classroom practices. The implementation was reflected through student-centered learning, discussion, inquiry, problem-solving, collaborative activities, and reflective learning. Supporting factors included teachers' adaptive competencies, principal leadership, continuous professional development, and professional learning communities. Meanwhile, limited internet access, inadequate infrastructure, and insufficient time for lesson planning were identified as the main barriers. This study concludes that successful implementation of deep learning requires the integration of teacher professional competence, school leadership support, adequate infrastructure, and a collaborative school culture to ensure sustainable and effective learning practices. ABSTRAK Implementasi pembelajaran mendalam (deep learning) menjadi salah satu upaya strategis dalam meningkatkan kualitas pembelajaran melalui pengembangan kemampuan berpikir kritis, pemecahan masalah, refleksi, serta pengalaman belajar yang bermakna. Keberhasilan implementasi pendekatan ini sangat dipengaruhi oleh pemahaman guru, keterlaksanaan proses pembelajaran, serta faktor-faktor yang mendukung maupun menghambat pelaksanaannya di sekolah. Penelitian ini bertujuan menganalisis pemahaman guru terhadap konsep pembelajaran mendalam, keterlaksanaan pembelajaran mendalam pasca pelatihan, serta faktor-faktor pendukung dan penghambat implementasinya di SMP Negeri 2 Parittiga, Kabupaten Bangka Barat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposive yang terdiri atas kepala sekolah, guru, dan pihak terkait. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru telah memiliki pemahaman yang baik mengenai konsep pembelajaran mendalam dan mampu mengimplementasikan prinsip mindful learning, meaningful learning, dan joyful learning dalam proses pembelajaran. Implementasi dilakukan melalui pembelajaran yang berpusat pada peserta didik, diskusi, inkuiri, pemecahan masalah, kolaborasi, serta refleksi pembelajaran. Faktor pendukung implementasi meliputi kompetensi guru yang adaptif, dukungan kepala sekolah, pelatihan berkelanjutan, dan keberadaan komunitas belajar. Sementara itu, keterbatasan akses internet, sarana pendukung, serta waktu perencanaan pembelajaran menjadi faktor penghambat utama. Penelitian ini menyimpulkan bahwa keberhasilan implementasi pembelajaran mendalam memerlukan sinergi antara peningkatan kompetensi guru, dukungan manajemen sekolah, penyediaan infrastruktur, dan penguatan budaya kolaboratif agar pelaksanaannya berlangsung secara optimal dan berkelanjutan.]]>
