<![CDATA[Deep learning is an educational approach that emphasizes a profound understanding of concepts and the mastery of competencies. This study focuses specifically on the element of "mindful learning." Its objectives are to describe the implementation of the mindful learning approach within the Pancasila Education curriculum for second-grade students and to identify the factors that facilitate or hinder this implementation. A descriptive qualitative research method was employed. Data collection techniques included interviews, observation, and documentation, utilizing corresponding guidelines and sheets. Data analysis followed the framework proposed by Miles & Huberman (1984)—as cited in Sugiyono (2023: 438)—comprising data collection, reduction, presentation, and conclusion drawing. Data validity was verified through triangulation of sources and time. The results indicate that mindful learning was implemented through activities such as expressing feelings at the beginning and end of lessons, singing national songs, engaging in Q&A sessions regarding Pancasila values, and fostering a habit among students to ask questions when material was not understood. Implementation was supported by the Kurikulum Merdeka (Independent Curriculum), teacher training, the teachers' creative application of mindful learning, and consistent teacher practices. Challenges included limited facilities and infrastructure, the influence of the students' environments, and the diverse characteristics of the students. In conclusion, the implementation of mindful learning in second-grade Pancasila Education at SDN 01 Rembun successfully fostered a learning environment that was more conscious, active, and meaningful. This was evident across the three stages of the lesson: the opening, core activities, and closing.]]>
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