Penelitian ini dilatarbelakangi oleh tuntutan transformasi pendidikan abad ke-21 yang mendorong pembelajaran lebih bermakna, reflektif, dan berpusat pada peserta didik melalui implementasi deep learning dalam Kurikulum Merdeka di madrasah. Penelitian bertujuan menganalisis transformasi pembelajaran deep learning, peran kepemimpinan instruksional kepala madrasah, serta kontribusinya terhadap penguatan kompetensi 6C peserta didik di MA Sultan Fatah Demak. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh melalui wawancara semi-terstruktur, observasi non-partisipan, dan dokumentasi terhadap kepala madrasah, wakil kepala bidang kurikulum, dan guru. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi deep learning mendorong perubahan pembelajaran dari teacher-centered menuju student-centered learning yang lebih aktif, kolaboratif, berbasis HOTS, dan reflektif. Kepemimpinan instruksional kepala madrasah berperan penting dalam membangun budaya akademik, supervisi pembelajaran, dan kolaborasi profesional guru. Selain itu, implementasi deep learning berkontribusi terhadap penguatan kompetensi 6C peserta didik secara holistik. Penelitian ini menyimpulkan bahwa transformasi deep learning di madrasah tidak hanya menjadi perubahan metode pembelajaran, tetapi juga perubahan budaya belajar yang mendukung pembelajaran abad ke-21 secara berkelanjutan

ABSTRACT:
This study was motivated by the demands of 21st-century educational transformation, which promotes more meaningful, reflective, and learner-centered learning through the implementation of deep learning in the Merdeka Curriculum at madrasahs. The study aims to analyze the transformation of deep learning, the role of the madrasah principal’s instructional leadership, and its contribution to strengthening students’ 6C competencies at MA Sultan Fatah Demak. The research employs a qualitative approach using a case study design. Data were collected through semi-structured interviews, non-participant observation, and documentation involving the madrasah principal, the vice principal for curriculum, and teachers. Data analysis was conducted using the Miles, Huberman, and Saldaña model through data condensation, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning drives a shift in learning from teacher-centered to student-centered learning that is more active, collaborative, based on higher-order thinking skills (HOTS), and reflective. The instructional leadership of the madrasah principal plays a crucial role in fostering an academic culture, supervising learning, and facilitating professional collaboration among teachers. Furthermore, the implementation of deep learning contributes to the holistic strengthening of students’ 6C competencies. This study concludes that the deep learning transformation in madrasahs is not merely a change in teaching methods but also a shift in learning culture that supports sustainable 21st-century learning.