<![CDATA[Implementing deep learning, an educational approach rather than a computational technique, requires learning experiences that support the Eight Dimensions of the Graduate Profile (EDGP) within the Independent Curriculum. However, Pancasila education in junior high schools still mostly uses lecture methods, so student involvement is limited. This study analyzes learning conditions, learning barriers, and teachers' and students' needs and readiness for interactive multimedia in deep learning, and maps these needs into the EDGP. This study uses a descriptive method involving six teachers and 80 grade VIII students in three junior high schools. Data were collected through observation, semi-structured interviews, and Likert scale questionnaires, then analyzed using descriptive statistics and qualitative analysis. The findings showed that lecture-based teaching remained dominant, with teachers rating difficulty in engaging students at 90.00%. Teachers reported a very high need for multimedia features (90.74%), while students reported a very high need (81.50%). Implementation readiness had the lowest score among teachers (65.00%). Across the eight dimensions, students gave the lowest perceived-need rating to Independence (72.00%), and teachers gave it to Communication (80.00%). The findings show a strong need for accessible multimedia that combines reflection, feedback, and activities to strengthen independence and communication. Because instrument reliability was modest (Cronbach's alpha 0.54 and 0.66), the results are preliminary indicators of perceived needs, not measures of attainment. These findings provide an empirical basis for developing and testing the validity, practicality, and effectiveness of products.]]>
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