<![CDATA[The implementation of Indonesia's Deep Learning Pedagogy has attracted increasing attention as a learner-centred approach that promotes joyful, mindful, and meaningful learning. However, empirical evidence explaining how this pedagogical approach facilitates holistic learning in secondary geography education remains limited. This study explores how Indonesia's Deep Learning Pedagogy is implemented to foster holistic learning in geography classrooms. An exploratory qualitative design was employed involving nine public senior high schools in Surakarta, Indonesia. Data were collected through semi-structured interviews with geography teachers and vice principals, classroom observations, student interviews, and document analysis. The data were analysed using thematic analysis based on four predefined dimensions of holistic learning: Intellectual Development, Character and Moral Development, Social and Emotional Development, and Physical and Active Engagement. The findings indicate that the four dimensions were consistently manifested through inquiry-based, contextual, collaborative, reflective, and experiential geography learning practices. Although implementation varied according to school contexts and learning opportunities, all schools demonstrated the integration of holistic learning within everyday instructional practices. The findings further show that these dimensions function as interconnected manifestations of meaningful geography learning rather than as separate educational outcomes. This study proposes a Holistic Geography Learning Model that clarifies the conceptual relationship between Indonesia's Deep Learning Pedagogy, geography learning practices, and holistic student development. The model contributes a subject-specific framework for implementing holistic learning and offers practical implications for geography education and future curriculum development.]]>
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