<![CDATA[Science education at the elementary level plays a crucial role in developing students' scientific literacy, scientific attitudes, and thinking skills from an early age. With the implementation of the Merdeka Curriculum, science education is required to not only prioritise material assignments, but also deep conceptual understanding through meaningful learning experiences. The deep learning approach is relevant because it encourages students to actively construct knowledge, connect concepts to everyday contexts, and improve critical thinking skills. This study aims to analyse the science learning process using a deep learning approach for upper-grade students in primary school. This study applies a descriptive qualitative approach. The research subjects include teachers and upper-grade students in primary school. Information was collected through observation of the learning process, interviews with teachers, and documentation of teaching tools and learning activities. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results of the study show that science teaching has led to the application of deep learning through discussion, simple practices, the use of learning media, and the connection of material with the real experiences of students. However, the implementation of deep learning has not been fully maximised due to obstacles such as limited learning time, variations in student characteristics, and teachers' readiness in developing deep learning-based lessons. It is hoped that this study will provide food for thought for teachers in improving science education to be more relevant and in line with the needs of the Merdeka Curriculum.]]>
