<![CDATA[This article examines the implementation gap between the Merdeka Curriculum policy and the development of deep learning in Indonesia, and proposes a framework for more sustainable implementation. The study uses a qualitative approach based on policy-document analysis and an integrative literature synthesis covering regulations, policy documents, public-policy theory, and studies on curriculum implementation, teacher readiness, school leadership, and deep learning. Findings were coded using Edwards III’s four implementation dimensions—communication, resources, disposition, and bureaucratic structure—and interpreted through Dunn’s policy-analysis perspective. The synthesis indicates that clear regulations do not automatically produce pedagogical change because policy interpretation, teacher capacity, leadership support, and evaluation mechanisms may develop unevenly. The article proposes a Sustainable Curriculum Policy Implementation framework linking policy design, policy interpretation, capacity building, pedagogical implementation, evidence-based evaluation, and institutionalization of change. It argues that curriculum reform should be assessed through changes in students’ learning experiences rather than administrative completeness alone. The Ministry of Primary and Secondary Education is encouraged to provide tiered support based on school needs, while local governments and schools should use learning evidence to improve practice continuously.]]>
