<![CDATA[This qualitative case study investigates the implementation of the Deep Learning approach in mathematics instruction at SMA Muhammadiyah Mlati. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis of lesson plans, student portfolios, and reflective journals. Thematic analysis revealed that contextual, real-world learning significantly enhanced student engagement and long-term conceptual understanding. Teachers shifted their roles from knowledge transmitters to cognitive facilitators by applying higher-order thinking skills (HOTS) scaffolding to support productive struggle. Heterogeneous grouping based on social constructivism strengthened students’ collaboration and mathematical communication. In addition, portfolio-based authentic assessment emphasized analytical thinking rather than computational speed. Despite these benefits, implementation faced challenges due to rigid curriculum schedules and differences in students’ prior knowledge, which often increased cognitive load. Therefore, institutional support through flexible scheduling and prerequisite bridging programs is recommended to sustain the effectiveness of Deep Learning implementation in mathematics education.]]>
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