<![CDATA[The implementation of deep learning at the elementary school level still faces various substantive obstacles, such as the dominance of lecture methods (80%), a lack of analytical probing questions (only 20%), low levels of reflective practice with students (27%), and teacher misconceptions equating deep learning with mastery learning for difficult material (60%). This study aims to examine the effect of Teacher Professional Competence (X₁) and Teacher Pedagogical Competence (X₂), both partially and simultaneously, on the Implementation of Deep Learning (Y) in public elementary schools in Tulang Bawang Tengah District. The research employed a quantitative approach with a survey method. The sample consisted of 36 teachers. The instrument was a Likert scale questionnaire (1–4) that had been tested for validity (r-table = 0.6319) and reliability (Cronbach's Alpha X₁ = 0.942; X₂ = 0.953; Y = 0.923). Data analysis techniques used multiple linear regression. The results showed that partially, Teacher Professional Competence had a positive and significant effect on Deep Learning (t-count = 3.389 > t-table 2.028; significance 0.002) with a regression coefficient of 0.276. Teacher Pedagogical Competence also had a positive and significant effect (t-count = 3.145 > t-table 2.028; significance 0.004) with a regression coefficient of 0.367. Simultaneously, both competencies together had a significant effect on Deep Learning (F-count = 36.032 > F-table 3.26; significance 0.000). The coefficient of determination) of 0.686 indicated that 68.6% of the variation in deep learning implementation was explained by both competencies, while the remaining 31.4% was explained by other factors outside the model. Thus, it can be concluded that strengthening teacher professional and pedagogical competencies in an integrated and sustainable manner is the main key to the successful implementation of meaningful, mindful and reflective, and joyful deep learning in elementary schools.]]>
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