<![CDATA[The rapid advancement of digital technology has brought significant changes to the field of education, including Indonesian language learning at the elementary school level. One innovative approach that has gained increasing attention is Deep Learning, a learning model emphasizing deep understanding, critical reflection, and the meaningful connection between new concepts and students’ real-life experiences. Indonesian language learning requires higher-order thinking skills such as analysis, synthesis, evaluation, and creative expression in both spoken and written forms. Therefore, implementing Deep Learning is considered highly relevant in helping students not only master linguistic structures but also comprehend the social and cultural values embedded in texts. This study aims to explore the implementation of the Deep Learning model in Indonesian language learning at elementary schools and to analyze its impact on enhancing students’ creativity and comprehension. The research employs a qualitative descriptive approach through library research, drawing from 16 national and international scholarly journals related to Deep Learning and language education. Data were collected using documentation techniques and analyzed through content analysis and thematic analysis to identify patterns, relationships, and thematic trends across the reviewed studies. The findings reveal that applying Deep Learning in Indonesian language instruction has a positive impact on improving students’ creative thinking, reading literacy, and communication skills. The model proves effective when integrated with active learning strategies such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), and Discovery Learning, as it promotes collaborative, reflective, and contextual learning experiences. Moreover, the use of digital technologies in Deep Learning-based instruction enables teachers to provide adaptive feedback and facilitate differentiated learning suited to students’ individual needs. However, several challenges remain, including teachers’ limited readiness, insufficient technological infrastructure, and curriculum orientations that still emphasize results over deep cognitive processes.]]>
