<![CDATA[Deep learning in this study refers to a pedagogical orientation toward conceptual understanding, reflective inquiry, meaningful connection, and transfer, rather than artificial-intelligence-based deep learning. This study examined whether embedding this orientation within Project-Based Learning (PjBL) could strengthen students’ musical intelligence through a choir project at SMA Negeri 1 Brebes. This research used a sequential explanatory mixed-methods approach, which included a quasi-experimental pretest-posttest. There were 25 students in the experimental group and 25 students in the control group for comparison purposes, followed by interviews, observation, and documentation. The average score for the experimental group on the posttest was much higher (M = 91.52) compared to the control group (M = 82.08), indicating a significant statistical difference between the two groups (p < .001). Qualitative evidence explained these gains through four interconnected changes: more accurate vocal performance, stronger understanding of song structure, greater interpretive sensitivity to harmony and expression, and more purposeful collaboration. The findings indicate that PjBL becomes pedagogically deeper when project completion is accompanied by structured analysis, feedback, reflection, and interpretation. The study recommends process-based assessment in music projects so that artistic products are evaluated together with the depth of students’ musical reasoning and reflective engagement.]]>
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