<![CDATA[The transformation of learning through the Deep Learning approach requires teachers not only to understand the concept theoretically but also to be able to apply it in meaningful learning tools and practices. This research aims to describe teacher practices in developing and implementing Deep Learning-based learning tools grounded in Islamic values to support meaningful learning. The study employed a qualitative method with a descriptive design. It was conducted at SMP Ma'arif 5 Metro, involving 20 teachers. Data were collected through observation, interviews, and documentation of learning tools and workshop activities, then analyzed thematically through coding, categorization, theme identification, and interpretation. The results show that teachers possess an initial understanding of the Deep Learning concept, but its implementation is not yet fully optimal. Teachers have developed teaching modules that include the use of media and learning methods; however, their application still faces obstacles, particularly concerning student characteristics and time management. These conditions mean that the designed media and methods cannot always be implemented optimally. The findings indicate that reinforcement through workshops helps teachers operationalize Deep Learning principles into more practical lesson plans. This change is evident in the teachers' ability to use six learning formulas as a framework to connect material, activities, real-world problems, solutions, products, and reflection. This underscores the importance of strengthening teacher capacity by connecting conceptual understanding with the practical development of tools and implementation of learning to achieve meaningful, contextual learning based on Islamic values.]]>
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