<![CDATA[This study aims to describe teachers' perceptions, the practical implementation, and the supporting and inhibiting factors in the application of Deep Learning by fifth-grade teachers at SDN 1 Sukamulia, one of the model schools for deep learning implementation in West Nusa Tenggara Province. This study employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving two fifth-grade teachers and the school principal as a supporting data source, then analyzed using the Miles and Huberman interactive model, with data validity tested through source and method triangulation. The results show that teachers have a fairly comprehensive understanding of the Deep Learning approach, encompassing the eight graduate profile dimensions, three learning principles (mindful, meaningful, and joyful), three learning experiences, and four learning frameworks, and consider this approach relevant to learning needs that connect material with students' real-life experiences. In practice, teachers encountered difficulties in developing teaching modules, particularly in classifying learning activities according to the three principles, with varying levels of optimization observed between the two teachers studied. The main supporting factors include the principal's active role as a facilitator and pedagogical leader, the availability of adequate technological facilities, and the school's status as a model school, while the inhibiting factors include teachers' difficulties in developing teaching modules or lesson plans aligned with the appropriate learning syntax, as well as in classifying learning activities into the three principles of deep learning. The findings of this study are expected to serve as an evaluation resource for teachers, schools, and education authorities in strengthening the implementation of the deep learning approach in elementary schools.]]>
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