<![CDATA[The rapid development of Artificial Intelligence (AI) has created new opportunities for improving educational management and supporting differentiated learning within the Merdeka Curriculum. This study aims to analyze the implementation of the AI-based Merdeka Curriculum at SD Negeri Ungaran 05, West Ungaran District, Semarang Regency, focusing on four management functions: planning, organizing, actuating, and controlling. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, moderate participant observation, documentation, and field notes involving the principal, teachers representing Phases A, B, and C, the school information technology administrator, and students as supporting informants. Data were analyzed interactively through data condensation, data display, conclusion drawing, and verification. The findings indicate that AI has been integrated into school programs, teacher professional development, digital infrastructure management, instructional planning, differentiated learning, project-based activities, and assessment. AI supports teachers in developing instructional materials, diversifying learning content, analyzing student responses, and providing more adaptive learning experiences. However, several challenges were identified, including disparities in teachers’ digital competence, AI hallucinations, limited access to premium features, students’ digital fatigue, and concerns regarding ethics and academic integrity. The school addressed these challenges through professional development, peer mentoring, communities of practice, information verification, ethical guidelines, and controlled technology use. The study concludes that effective AI integration depends on systematic educational management while maintaining teachers’ pedagogical authority and positioning AI as a pedagogical assistant and decision-support tool.]]>
