<![CDATA[The development of artificial intelligence technology, or what we know as Artificial Intelligence (AI), has brought about changes in the implementation of education. Currently, the term deep learning has spread and opened up new opportunities in the world of education, including in elementary schools. This article aims to analyze the implementation of deep learning in elementary schools with a focus on the challenges, obstacles, and misconceptions that arise in the learning process. The research method used is a mixture of qualitative and literature studies of various relevant scientific sources, both national and international. The results of the analysis show that the application of deep learning in elementary schools still faces a number of obstacles, such as limited digital infrastructure, a lack of teacher competence due to still adapting to new things, and an unprepared curriculum that supports data-based learning as per the concept of deep learning in AI. In addition, there is a common misconception that deep learning is only related to complex programming, when in fact it can be applied in the form of simple algorithm adaptations to recognize student learning patterns based on mindful, meaningful, and joyful learning principles. This article emphasizes the importance of teacher training, the provision of supporting tools, and educational policies to encourage the effective application of deep learning in elementary schools. Thus, the integration of deep learning at the elementary level is expected to create an adaptive, personalized, and future-oriented learning environment.]]>
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