<![CDATA[The implementation of Kurikulum Merdeka in non-formal education demands an instructional paradigm shift toward deep learning to ensure meaningful, reflective, and flexible learning tailored to non-formal learners. This qualitative transcendental phenomenological study explored the lived experiences of 4 managers, 8 tutors, and 10 learners across four Community Learning Activity Centers (PKBM) in Tegal City. Data gathered through non-participant observations, semi-structured interviews, and document analysis were analyzed using Moustakas' procedures. Results indicate that tutors possess a practical-intuitive understanding of deep learning, successfully executing meaningful learning through contextual discussions, project-based tasks, and diagnostic assessments. However, mindful learning (explicit reflection) and the written formalization of joyful learning remain inconsistent due to limited contact hours and a lack of reflection-based professional development. Implementation challenges including high learner age heterogeneity (16–45 years) and limited digital resources were overcome through flexible adaptations such as tiered mentoring, simple communication tools (WhatsApp), and leveraging heterogeneous study groups as a collaborative learning asset. In conclusion, implementing Kurikulum Merdeka via deep learning in PKBM fosters a student-centered paradigm that enhances learners' critical thinking, self-confidence, and active participation. Achieving sustainable implementation requires continuous institutional supervision, targeted tutor training on reflective pedagogy, and explicit integration of deep learning principles into instructional planning.]]>
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