<![CDATA[This study analyzes the implementation of deep learning in early childhood education (PAUD) at TK Pembina ABA 54 Semarang based on the mindful, meaningful, and joyful (MMJ) principles at the planning, implementation, and evaluation stages. Using a qualitative single case study design, it involved two classroom teachers (Class B1 and A1) and children aged 4–6 years. Data were collected through semi-structured interviews, observation of 17 child-engagement indicators, and documentation, then analyzed using the Miles & Huberman interactive model and validated through source and technique triangulation. Results show that deep learning implementation proceeded systematically across all three stages since teachers attended technical training in 2025, with the mindful principle strongest at planning, meaningful dominant at implementation and evaluation, and joyful permeating all stages; all child-engagement indicators fell within the emerging to consistently emerging categories. A dense religious program schedule and parental demands for early literacy and numeracy (calistung) were structural barriers requiring active curriculum negotiation. This study contributes to a cyclical, MMJ-based deep learning implementation model adaptive to religious-based early childhood education in Indonesia.]]>
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