INDONESIA:
Penelitian ini bertujuan untuk mendeskripsikan implementasi Model Pembelajaran Berdiferensiasi dan Model Deep Learning di SMPN 1 Jebus, serta menganalisis kesiapan guru dalam menerapkan kedua model pembelajaran tersebut dalam kerangka Kurikulum Merdeka. Penelitian ini dilatarbelakangi oleh kebutuhan transformasi pendidikan di era digital yang menuntut strategi pembelajaran yang adaptif, fleksibel, dan berpusat pada peserta didik, mengingat tuntutan abad ke-21 mengharuskan penguatan kemampuan berpikir kritis, kreativitas, kolaborasi, komunikasi, serta literasi digital pada setiap peserta didik di jenjang pendidikan menengah pertama.

Penelitian ini menggunakan jenis penelitian studi kasus dengan pendekatan kualitatif. Data dikumpulkan melalui tiga teknik utama, yaitu observasi, wawancara dan studi dokumentasi. Subjek penelitian adalah guru-guru di SMPN 1 Jebus yang mengimplementasikan kedua model pembelajaran tersebut. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi.

Hasil penelitian menunjukkan bahwa: (1) Model Pembelajaran Berdiferensiasi diimplementasikan melalui variasi metode pengajaran, pengelompokan belajar yang fleksibel, serta pemberian pilihan bentuk tugas yang disesuaikan dengan kebutuhan, minat, dan kesiapan belajar peserta didik, sehingga berdampak positif terhadap peningkatan partisipasi dan inklusivitas kelas. Sementara itu, Model Deep Learning diterapkan melalui pertanyaan analitis, diskusi reflektif, serta penugasan berbasis proyek dan pemecahan masalah nyata yang berkontribusi pada pengembangan kemampuan berpikir kritis dan pemahaman konseptual mendalam siswa. Kedua model tersebut terbukti saling melengkapi dalam mendukung proses pembelajaran yang bermakna. Adapun kesiapan guru dalam mengimplementasikan keduanya berada pada tahap berkembang, ditandai dengan kesadaran pedagogis dan kemauan berinovasi, namun masih memerlukan penguatan konseptual serta dukungan kelembagaan yang berkelanjutan, terutama dalam pengelolaan penilaian yang beragam dan peningkatan infrastruktur digital

INGGRIS:
This study aims to describe the implementation of Differentiated Learning and the Deep Learning model at SMPN 1 Jebus, as well as to analyze teacher readiness in applying both learning models within the framework of the Kurikulum Merdeka (Independent Curriculum). This study is grounded in the need for educational transformation in the digital era, which demands adaptive, flexible, and student-centered learning strategies, given that 21st-century demands require the strengthening of critical thinking, creativity, collaboration, communication, and digital literacy skills among junior high school students.

This study employed a case study research design with a qualitative approach. Data were collected through three primary techniques, namely observation, in-depth interviews, and documentation studies. The research subjects were teachers at SMPN 1 Jebus who implemented the Differentiated Learning and the Deep Learning Model in their daily teaching and learning activities. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing with verification systematically, in order to produce findings that are credible and scientifically accountable.

The findings reveal that: (1) Differentiated Learning Model was implemented through varied instructional methods, flexible grouping, and a choice of task formats, which positively impacted student participation and classroom inclusivity, although content differentiation still requires more systematic reinforcement; (2) The Deep Learning model was implemented through analytical questioning, reflective discussion, and project-based and problem-solving assignments, contributing to the development of students' critical thinking skills and deep conceptual understanding; (3) Comparatively, Differentiated Learning is oriented toward responsiveness to classroom heterogeneity and equitable learning access, while Deep Learning focuses on the quality and depth of cognitive processes; the two models are complementary in nature; and (4) Teacher readiness to implement both models is at a developing stage, characterized by pedagogical awareness and a willingness to innovate, yet still requiring conceptual reinforcement and sustained institutional support, particularly in managing diverse assessment tasks and addressing limited digital infrastructure.