<![CDATA[The implementation of the Merdeka Curriculum requires school principals to play an effective managerial role in guiding the planning, organization, and evaluation of the learning process at the school level, including at SMP Negeri 23 Medan. However, the actual practice of this managerial role in the field has not been thoroughly explored; therefore, this study aims to describe the managerial role of school principals in the implementation of the Merdeka Curriculum, particularly in the aspects of planning, organizing resources, and evaluating implementation. This study employed a descriptive qualitative approach, with the principal of SMP Negeri 23 Medan, who is directly involved in and responsible for policy-making regarding the implementation of the Merdeka Curriculum serving as the primary informant, supported by several teachers directly involved in the learning process as supplementary informants. Data were collected through in-depth interviews and analyzed using the Miles and Huberman interactive model, which includes the stages of data reduction, data presentation, and drawing conclusions. Data validity was verified through triangulation of sources and techniques. The research findings indicate that school principals perform three key managerial functions in supporting the implementation of the Merdeka Curriculum: planning, organizing, and evaluation. These findings illustrate how the managerial role of school principals contributes to creating conditions that support efforts to improve the quality of learning in schools.]]>
