<![CDATA[General Background: Arabic language education requires innovative approaches that move beyond memorization toward deeper understanding and meaningful use of language. Specific Background: Within the Merdeka Curriculum, deep learning is presented as an approach emphasizing conceptual understanding, contextual learning, active participation, and the integration of mindful, meaningful, and joyful learning. Knowledge Gap: Previous studies have examined deep learning in Arabic reading, teacher perceptions, and classroom methods, but its implementation within the Arabic curriculum at an integrated Islamic junior high school remains less comprehensively discussed, particularly regarding planning, classroom practice, evaluation, and supporting and inhibiting factors. Aims: This study examines the implementation of deep learning in Arabic language learning at SMPIT Utsman Bin Affan Tulangan, Sidoarjo, and identifies factors supporting and constraining its implementation. Results: Using a descriptive qualitative approach through interviews, observations, and documentation, the study found that teachers prepared learning through training, curriculum planning, teaching modules, and supporting facilities. Classroom practices involved lectures, dialogic activities, collaborative learning, visual media, and extracurricular Arabic activities. Students reportedly showed better motivation, understanding, communication, and language practice, while diverse educational backgrounds created challenges in selecting appropriate methods. Novelty: The study provides a contextual analysis of deep learning implementation in an Arabic curriculum within an integrated Islamic boarding school setting. Implications: The findings suggest that teacher preparation, adequate facilities, contextual activities, and appropriate method selection are important considerations for sustaining deep learning in Arabic education. Key Findings Highlights Teacher training and adequate facilities supported classroom and extracurricular activities. Collaborative discussion fostered understanding, communication, and empathetic listening. Differences in prior schooling complicated method selection, while project-based work remained limited. Keywords : Deep Learning, Arabic Language Education, Merdeka Curriculum, Contextual Learning, Islamic Junior High School]]>
