<![CDATA[ABSTRACT The implementation of the deep learning approach in elementary education is important for developing students’ critical thinking, creativity, collaboration, communication, and character. However, its implementation continues to vary across schools due to differences in readiness and contextual conditions. This study aims to describe the implementation of the deep learning approach in elementary schools in Enrekang District and to identify the supporting and inhibiting factors affecting its implementation. A qualitative approach with a multisite study design was employed. Data were collected through interviews, observations, and documentation from selected elementary schools and analyzed through within-site and cross-site analyses to identify common patterns across the research sites. The findings indicate that the implementation of deep learning consists of three main stages: planning, learning implementation, and assessment. The planning stage emphasizes alignment among learning objectives, instructional components, and deep learning principles. The learning implementation stage applies three core principles: mindful, meaningful, and joyful learning. The assessment stage focuses on developing students’ critical thinking, problem-solving, creativity, collaboration, communication, character, and reflective abilities through various assessment methods, including technology-based assessment and reflective rubrics. Supporting factors include teacher competence, school resources, and institutional support, while resource limitations and varying levels of readiness remain major challenges. Therefore, effective implementation of deep learning requires strengthening teacher competence, providing adequate resources, and developing context-responsive strategies to improve the quality of elementary education. ABSTRAK Penerapan pendekatan pembelajaran mendalam di sekolah dasar penting untuk mengembangkan kemampuan berpikir kritis, kreativitas, kolaborasi, komunikasi, serta karakter siswa. Namun, implementasinya masih menghadapi perbedaan kesiapan dan kondisi kontekstual sekolah. Penelitian ini bertujuan mendeskripsikan implementasi pendekatan pembelajaran mendalam di sekolah dasar di Distrik Enrekang serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan desain studi multisitus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi pada beberapa sekolah dasar terpilih, kemudian dianalisis melalui analisis dalam situs dan analisis lintas situs untuk menemukan pola dan karakteristik umum antarlokasi penelitian. Hasil penelitian menunjukkan bahwa implementasi pembelajaran mendalam berlangsung melalui tiga tahap utama, yaitu perencanaan, pelaksanaan pembelajaran, dan penilaian. Perencanaan menekankan keselarasan tujuan pembelajaran, komponen pembelajaran, dan prinsip pembelajaran mendalam. Pelaksanaan pembelajaran menerapkan prinsip pembelajaran penuh perhatian, bermakna, dan menyenangkan. Penilaian diarahkan pada pengembangan berpikir kritis, pemecahan masalah, kreativitas, kolaborasi, komunikasi, karakter, dan kemampuan reflektif siswa melalui berbagai teknik penilaian, termasuk pemanfaatan teknologi dan rubrik reflektif. Faktor pendukung meliputi kompetensi guru, ketersediaan sumber daya sekolah, dan dukungan kelembagaan, sedangkan keterbatasan sumber daya dan kesiapan menjadi faktor penghambat. Dengan demikian, implementasi pembelajaran mendalam memerlukan penguatan kompetensi guru, dukungan sumber daya, dan strategi yang adaptif terhadap konteks sekolah untuk meningkatkan kualitas pembelajaran.]]>
