<![CDATA[ABSTRACT Implementing Deep Learning does not depend solely on teachers’ understanding of the concept, but also on the conditions that shape their ability to plan and conduct learning. This study aims to understand how contextual factors shape teachers’ planning readiness and how such readiness is reflected in professional practice across six public senior high schools in East Lombok Regency. The study employed a descriptive qualitative approach involving vice principals for curriculum affairs, subject teachers, Guru Penggerak, and heads of learning communities as informants selected through purposive sampling. Data were collected through semi-structured interviews, passive participant observation, and documentation, and were analyzed interactively through data reduction, data display, conclusion drawing, and verification. Data trustworthiness was strengthened through source, technique, and time triangulation, as well as member checking. The findings reveal that teacher readiness develops but does not progress uniformly, as it is shaped by school leadership, professional development, collaboration, facilities, digital competence, time, and student characteristics. Stronger readiness is reflected in the coherence of learning objectives, activities, assessment, implementation, and reflection. These findings position planning as a link between teacher capacity and the school ecosystem in directing changes in professional practice toward Deep Learning. ABSTRAK Implementasi Pembelajaran Mendalam tidak hanya bergantung pada pemahaman guru terhadap konsep, tetapi juga pada kondisi yang membentuk kemampuan mereka merencanakan dan menjalankan pembelajaran. Penelitian ini bertujuan memahami bagaimana faktor kontekstual membentuk kesiapan perencanaan guru dan bagaimana kesiapan tersebut tercermin dalam praktik profesional pada enam SMA Negeri di Kabupaten Lombok Timur. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan wakil kepala sekolah bidang kurikulum, guru mata pelajaran, Guru Penggerak, dan ketua komunitas belajar sebagai informan yang dipilih secara purposive. Data dihimpun melalui wawancara semi-terstruktur, observasi partisipatif pasif, dan dokumentasi, kemudian dianalisis secara interaktif melalui reduksi, penyajian, penarikan kesimpulan, dan verifikasi. Keabsahan data diperkuat melalui triangulasi sumber, teknik, waktu, serta member check. Temuan memperlihatkan bahwa kesiapan guru berkembang, tetapi tidak berlangsung seragam karena dipengaruhi kepemimpinan sekolah, pengembangan profesional, kolaborasi, sarana, kompetensi digital, waktu, dan karakteristik peserta didik. Kesiapan yang lebih kuat tercermin dalam keterpaduan tujuan, aktivitas, asesmen, pelaksanaan, dan refleksi pembelajaran. Temuan ini menempatkan perencanaan sebagai penghubung antara kapasitas guru dan ekosistem sekolah dalam mengarahkan perubahan praktik profesional menuju Pembelajaran Mendalam.]]>
