<![CDATA[ABSTRACT Geography instruction requires an approach that can create meaningful, enjoyable learning experiences that are relevant to students’ lives. One such approach is deep learning. This study aims to analyze students’ perceptions of its implementation at Pasaman State High School 1. This study employs a descriptive research design with a quantitative approach. The sample size was determined using the Slovin formula with a 5% margin of error, resulting in a sample of 133 students, who were then selected using proportional random sampling. Data were collected via a questionnaire and analyzed using quantitative descriptive analysis. The results show that students’ perceptions fall into the “good” category, with a retention rate of 68%, a comprehension rate of 68%, and an assessment score of 61%. Thus, the deep learning approach supports the creation of more active, meaningful, and contextual geography learning.]]>
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