<![CDATA[This qualitative case study aims to analyze the perceptions and practices of deep learning-based assessment design (mindful, meaningful, and joyful) among five junior high school Indonesian language teachers in Mempawah Regency. Data were collected through interviews, observations, and document analysis, then analyzed using an interactive model. The results reveal a gap between verbal pedagogical ideals and the reality of written assessment documents. In the “mindful” pillar, teachers succeeded in fostering students’ mental readiness but struggled to develop high-order thinking questions. In the “meaningful” pillar, the integration of local wisdom was successfully implemented but was hindered by students’ low reading literacy. In the “joyful” pillar, creative methods were able to reduce learning anxiety, but the freedom to choose assignment formats in differentiated assessments remained limited due to time constraints and administrative burdens. This study concludes that there is a need for structured assessment literacy training for teachers in rural areas so that learning innovations are consistently documented.]]>
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