<![CDATA[Islamic Religious Education (IRE) plays a strategic role in shaping students' character and moral awareness, particularly at the junior high school level which represents a critical psychological transition to adolescence. However, field observations reveal that IRE instruction remains dominated by traditional approaches emphasizing rote memorization and one-way content delivery, creating a notable gap between cognitive mastery and the affective internalization of religious values in students' daily lives. This study aims to comprehensively examine the implementation of the deep learning approach in IRE at SMP IT Darulhusna Mulya Ciampea Bogor, covering the analysis of policy standards and objectives, resource readiness, organizational characteristics, communication patterns, teachers' dispositions, and the influence of the socio-cultural environment on implementation success. This study uses the policy implementation theory of Donald Van Meter and Carl Van Horn as the grand theory, which consists of six key variables that mutually influence the implementation process, namely policy standards and objectives, resources, characteristics of implementing agencies, inter-organizational communication, implementers’ disposition, as well as social, economic, and political conditions. A qualitative descriptive-analytical method was employed. Primary data were collected through in-depth interviews with the principal, IRE teachers, curriculum and facilities coordinators, and students. Secondary data were obtained from classroom observations and documentation. Data were analyzed through reduction, presentation, and conclusion drawing, with source and method triangulation applied to ensure validity and reliability. Findings show that the deep learning has been implemented satisfactorily, evidenced by teachers shifting from teacher-centered to student-centered instruction through group discussions, HOTS-based questioning, case studies, and connecting materials to real life. Students began demonstrating critical thinking and internalizing Islamic values in their behavior. Key challenges include limited instructional time, diverse student abilities, and insufficient facilities. Success is largely attributed to the principal's participatory leadership, a collaborative teacher culture, and a conducive integrated Islamic school environment.]]>
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