<![CDATA[This study aims to describe the process of preparing Deep Learning Lesson Plans (Rancangan Pembelajaran Mendalam/RPM), the obstacles encountered by teachers, and the strategies applied in developing RPM at Sekolah Dasar Negeri 1 Sukamulia, one of the model schools for deep learning implementation in West Nusa Tenggara Province. This study used a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation studies of RPM that had been prepared by classroom teachers, with the school principal serving as a supporting informant. The results show that the preparation of RPM began with establishing conceptual understanding objectives, understanding CP and ATP before formulating TP, and understanding students' talents and interests, before designing learning activities that incorporate the principles of mindfulness, meaningfulness, and joyfulness. Teachers still faced obstacles in fully understanding the concept of deep learning, formulating learning objectives based on student needs, and developing appropriate assessment techniques, due to the absence of a standardized format from the central government. These obstacles were overcome through strengthening conceptual understanding, collaboration among teachers and learning communities (kombel), mentoring by the school principal as a deep learning facilitator, gradual implementation, designing lesson plans adapted to students' learning experiences and needs, and independent learning by studying RPM examples from other model schools. The results of this study are expected to serve as evaluation material for teachers, schools, and education offices in efforts to improve teacher competence in developing deep learning lesson plans.]]>
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