<![CDATA[This study is motivated by the low level of scientific literacy among Indonesian students and the suboptimal implementation of learning practices that promote deep cognitive engagement at the junior secondary school level. Although the Merdeka Curriculum policy emphasizes student-centered learning, the implementation of deep learning approaches in schools still faces various pedagogical and managerial challenges. This study aims to analyze the implementation of deep learning policy in science learning and examine its implications for the quality of the learning process. This research employs a qualitative approach using a multi-site case study design conducted at SMPN 1 Majalaya and SMPN 1 Ibun, Bandung Regency. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation and member checking. The findings reveal that the implementation of deep learning is carried out through management functions, namely planning, organizing, actuating, and controlling. Learning practices have shown increased student participation and the use of active learning strategies; however, the implementation remains inconsistent across teachers. Supporting factors include school leadership and teacher collaboration, while constraints involve limited teacher understanding, inadequate facilities, and administrative workload. The study concludes that the successful implementation of deep learning depends on the integration of management functions and a supportive school ecosystem. It implies the need for strengthening teacher capacity, adaptive school management, and contextual policies to ensure sustainable implementation. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya capaian literasi sains peserta didik Indonesia serta belum optimalnya implementasi pembelajaran yang mendorong keterlibatan kognitif mendalam di tingkat Sekolah Menengah Pertama (SMP). Meskipun kebijakan Kurikulum Merdeka telah mendorong penerapan pembelajaran berpusat pada peserta didik, implementasi pembelajaran mendalam di sekolah masih menghadapi berbagai tantangan, baik dari aspek pedagogis maupun manajerial. Penelitian ini bertujuan untuk menganalisis implementasi kebijakan pembelajaran mendalam dalam pembelajaran IPA serta mengkaji implikasinya terhadap mutu proses pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus multi-situs di SMPN 1 Majalaya dan SMPN 1 Ibun Kabupaten Bandung. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi, serta dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data dijaga melalui triangulasi dan member checking. Hasil penelitian menunjukkan bahwa implementasi pembelajaran mendalam berlangsung melalui fungsi manajemen yang meliputi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Pembelajaran telah mengarah pada peningkatan partisipasi siswa dan penggunaan strategi pembelajaran aktif, namun belum berjalan secara konsisten di seluruh guru. Faktor pendukung meliputi kepemimpinan sekolah dan kolaborasi guru, sedangkan hambatan meliputi keterbatasan pemahaman guru, sarana prasarana, serta beban administratif. Kesimpulan penelitian ini menunjukkan bahwa keberhasilan implementasi pembelajaran mendalam sangat bergantung pada integrasi fungsi manajemen dan dukungan ekosistem sekolah. Implikasinya, diperlukan penguatan kapasitas guru, manajemen sekolah yang adaptif, serta kebijakan yang kontekstual untuk mendukung implementasi yang berkelanjutan. ]]>
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