<![CDATA[This study aims to analyze the management of the Deep Learning approach in improving students’ critical thinking skills at SMKS Bolaang Mongondow. A descriptive qualitative design was employed. Data were collected through participatory observation, in-depth interviews, and document analysis involving 12 informants: the principal, vice principal for curriculum, four teachers, and six nursing students. Data were analyzed using Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing, supported by source and method triangulation, member checking, and an audit trail. The findings show that Deep Learning management has not been implemented optimally. Planning has not been translated into formal school policy, learning modules remain dominated by lower-order cognitive targets, and teachers have not received Deep Learning training. Classroom implementation is still characterized by teacher-centered lectures and limited student participation. Assessment mainly measures remembering and understanding, while feedback is normative. Academic supervision is incidental and administrative. Supporting factors include the Merdeka Curriculum, small class size, authentic nursing contexts, and student motivation. Key barriers include limited teacher competence, learning resources, passive learning culture, students’ fear of making mistakes, and reluctance to question teachers. The study recommends strengthening instructional supervision, teacher development, authentic HOTS assessment, and psychologically safe learning cultures.]]>
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