<![CDATA[The implementation of the Merdeka Curriculum has transformed learning orientation from content-based instruction toward competency development, student engagement, and contextual learning. In Economics education, this transformation is particularly important for strengthening students’ economic literacy and twenty-first-century competencies. Despite the widespread adoption of the Merdeka Curriculum, studies focusing on teachers’ instructional strategies in vocational Economics education, particularly in Islamic boarding school-based vocational schools, remain limited. This study aims to analyze the implementation of the Merdeka Curriculum and examine teachers’ strategies in Economics learning at SMK Raudlatul Ulum Ledokombo Jember. A descriptive qualitative approach was employed. Data were collected through interviews, observations, and documentation and analyzed using data condensation, data display, and conclusion drawing. The findings reveal that the Merdeka Curriculum has promoted competency-based, student-centered, and contextual Economics learning. Teachers implemented adaptive strategies by understanding curriculum principles, aligning learning materials with learning outcomes, applying discussion, inquiry, and problem-solving approaches, utilizing diverse learning media, and conducting continuous evaluation. These strategies enhanced student participation, critical thinking, collaboration, and problem-solving skills. Effective implementation of the Merdeka Curriculum depends on teachers’ ability to translate curriculum policies into meaningful and flexible learning practices. This study provides empirical evidence on adaptive teacher strategies in implementing the Merdeka Curriculum within Economics learning in a pesantren-based vocational school context, an area that remains underexplored in current literature.]]>
