<![CDATA[ABSTRACT The transition toward Deep Learning places teacher readiness and school planning capacity as two interconnected elements in educational transformation. This study aims to analyze the readiness of teachers in public senior high schools in East Lombok Regency to understand and plan Deep Learning, as well as to examine the implementation of educational planning functions at the school level in supporting such readiness. The study employed a descriptive qualitative approach in six public senior high schools through in-depth interviews, passive participant observation, and documentation. Informants included vice principals for curriculum affairs, subject teachers, Teacher Leaders, and heads of Learning Communities, while the documents examined comprised School Education Curriculum (KSP/KOSP), teaching modules, supervision documents, and professional development programs. Data were analyzed interactively through data reduction, presentation, conclusion drawing, and verification, supported by source, technique, and time triangulation and member checking. The findings reveal that teachers generally possess a good conceptual understanding and have begun translating it into learning objectives, active strategies, contextual learning, authentic assessment, and reflection, although consistency in HOTS and adaptation varies. School planning functions are manifested through curriculum policies, professional development, Learning Communities, supervision, and resource support. Ultimately, implementation readiness is formed as a school ecosystem capacity rather than merely an individual teacher capacity. ABSTRAK Perubahan menuju Pembelajaran Mendalam menempatkan kesiapan guru dan kapasitas perencanaan sekolah sebagai dua unsur yang saling berkaitan dalam transformasi pembelajaran. Penelitian ini bertujuan menganalisis kesiapan guru SMA Negeri di Kabupaten Lombok Timur dalam memahami dan merencanakan Pembelajaran Mendalam serta mengkaji implementasi fungsi perencanaan pendidikan di tingkat sekolah dalam mendukung kesiapan tersebut. Kajian dilakukan secara kualitatif deskriptif pada enam SMA Negeri melalui wawancara mendalam, observasi partisipatif pasif, dan dokumentasi. Informan mencakup wakil kepala sekolah bidang kurikulum, guru mata pelajaran, Guru Penggerak, dan ketua Komunitas Belajar, sedangkan dokumen yang ditelaah meliputi KSP/KOSP, modul ajar, dokumen supervisi, dan program pengembangan profesional. Data dianalisis secara interaktif melalui reduksi, penyajian, penarikan kesimpulan, dan verifikasi, disertai triangulasi sumber, teknik, dan waktu serta member check. Hasil penelitian memperlihatkan bahwa guru umumnya memiliki pemahaman konseptual yang baik dan mulai menerapkannya dalam tujuan, strategi aktif, pembelajaran kontekstual, asesmen autentik, dan refleksi, meskipun konsistensi HOTS dan adaptasi masih beragam. Fungsi perencanaan sekolah hadir melalui kebijakan kurikulum, pengembangan profesional, KOMBEL, supervisi, dan dukungan sumber daya. Kesiapan implementasi pada akhirnya terbentuk sebagai kapasitas ekosistem sekolah, bukan semata-mata kapasitas individual guru.]]>
