Toward Meaningful, Mindful and Joyful Learning: Implementation of Deep Learning Approach in Realizing the UNESCO Education Pillar at Madrasah Ibtidaiyah

Abstract This study aims to analyze the implementation of the deep learning approach in realizing meaningful, mindful, and joyful learning based on the four pillars of UNESCO education at MI NU Nurul Ilmi Padangsidimpuan, North Sumatra, Indonesia. This research employed a qualitative case study design involving 12 teachers and 96 students as research participants. Data were collected through interviews, classroom observations, documentation studies, and field notes, while data validity was strengthened using triangulation techniques. The findings revealed that 83% of teachers had understood the concept of meaningful learning, although only 58% were able to optimally implement deep learning principles in classroom practice. Empirical findings indicated that the application of Problem-Based Learning, inquiry approaches, Think-Pair-Share, and cooperative learning significantly increased students’ active participation, critical thinking, collaboration, and reflective awareness during learning activities. Approximately 87% of observed learning activities demonstrated the integration of meaningful and joyful learning elements through contextual examples, educational games, reflection sessions, and collaborative discussions. However, the study also identified several challenges, including limited teacher readiness, insufficient digital learning facilities, and the need for continuous professional development in integrating AI-based learning media and deep learning pedagogy. This study concludes that the deep learning approach contributes positively to the holistic development of students’ cognitive, social, emotional, and character competencies in Islamic primary education contexts.