<![CDATA[Science learning at MI Hidayatul Islam Gembong is still largely teacher-centered and reflects differences in teachers’ understanding of deep learning concepts. This condition affects student engagement, which has not yet been optimal in developing a deeper understanding of the material. This study aims to explore teachers’ perceptions of the implementation of the Deep Learning Curriculum in science learning. A descriptive qualitative approach with a field research design was employed. The participants consisted of principal , science teachers from grades IV, V, and VI. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Deep Learning Curriculum has brought changes to classroom practices. Students became more active in discussions, questioning, and problem-solving activities. In addition, they showed a better understanding of scientific concepts and were able to relate them to everyday life. The learning process also became more meaningful and contributed to the improvement of students’ critical thinking skills and learning motivation. However, several challenges were still encountered, including differences in teachers’ understanding, limited instructional time, inadequate facilities, and diverse student characteristics. Therefore, efforts to improve teacher competence and provide adequate learning support are needed to ensure that the implementation of the Deep Learning Curriculum can run more effectively and in line with the intended learning objectives.]]>
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