<![CDATA[This study is motivated by the need to strengthen Akidah Akhlak learning within the Merdeka Curriculum, which emphasizes meaningful, reflective, and character-oriented instruction. The study aims to examine the implementation of deep learning by Akidah Akhlak teachers at Madrasah Aliyah, focusing on teachers’ conceptual understanding, perceptions, instructional strategies, and experiences in classroom practice. A descriptive qualitative approach was employed, involving six Akidah Akhlak teachers from three Madrasah Aliyah in Medan City. Data were collected through participatory observation and in-depth interviews and analyzed using thematic analysis. The findings indicate that teachers understand deep learning as an approach that requires active student engagement, deeper meaning-making, and the integration of Islamic values into real-life contexts. The implementation of deep learning was most evident in analytical cognitive, metacognitive, spiritual integration, and contextual learning dimensions. However, the affective dimension, self-reflection and self-regulation, as well as creativity and innovation, have not yet been implemented optimally or consistently. These findings suggest that deep learning has the potential to enhance the quality of Akidah Akhlak learning within the Merdeka Curriculum, provided that teachers’ pedagogical capacity is strengthened to support more reflective, innovative, and transformative learning practices]]>
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