<![CDATA[The Deep Learning approach in education emphasises mindful, meaningful and joyful learning to encourage active engagement and deep understanding among pupils. The success of implementing this approach is greatly influenced by teachers’ ability to design, deliver and evaluate learning in line with pupils’ characteristics. This study aims to describe and analyse teachers’ strategies in implementing a Deep Learning approach based on mindful, meaningful and joyful learning in primary schools. The study employed a descriptive qualitative approach and was conducted at UPT SD Negeri Gaprang 01. Data were collected through observation, interviews with the headteacher, teachers and pupils, and documentation. The data were analysed through data reduction, data presentation and drawing of conclusions. The results of the study indicate that mindful learning strategies were implemented by taking into account pupils’ readiness to learn, building focus and awareness of learning, posing prompting questions, and conducting reflection. The ‘meaningful learning’ strategy was applied by linking the subject matter to pupils’ everyday experiences through problem-based learning, simple projects, experiments, observations and discussions. Meanwhile, the ‘joyful learning’ strategy was implemented through educational games, ice-breakers, interactive media, experiments and group activities. Evaluation was carried out by assessing both the learning process and outcomes through observation, reflection, projects, presentations and portfolios. The implementation of these approaches is supported by the Learning Community, KKG, supervision, and guidance from the headteacher. Although there are challenges such as differences in pupils’ abilities, time constraints, and limited facilities, the strategies applied by teachers have succeeded in creating learning that is more pupil-centred, contextual, and interactive.]]>
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