<![CDATA[The implementation of the Merdeka Curriculum positions teachers as key actors in translating curricular flexibility into contextual, differentiated, and character-oriented learning. Nevertheless, policy changes, digital platforms, and project-based activities may create additional pressures on teachers’ work. This study analyses the barriers experienced by teachers and the adaptive strategies used to implement the Merdeka Curriculum at UPTD SDN 154 Inpres Tumalia, Turikale District, Maros Regency. A qualitative case-study design was employed. Data were generated through observations, interviews, and document analysis involving one principal and six classroom teachers in 2025. Data analysis included condensation, thematic coding, data display, and conclusion drawing and verification. Credibility was strengthened through source, technique, and time triangulation. The findings identify five interrelated barriers: limited digital competence and adaptation to the Merdeka Mengajar Platform; uneven understanding of the curriculum and lesson planning; administrative workload and time pressure; complex planning requirements for the Pancasila Student Profile Strengthening Project; and diverse student characteristics and family support. Teachers responded through training and webinars, peer learning, teacher working groups, self-directed learning, habituation to digital tools, an observe–imitate–modify approach, and time management. The findings indicate that successful curriculum implementation cannot rely solely on administrative compliance. It requires sustained mentoring, reduction of digital tasks that do not directly improve instruction, and stronger school-based professional learning communities]]>
