<![CDATA[This study was motivated by the suboptimal implementation of economic education policy based on the Merdeka Curriculum at SMA Negeri 2 Lolofitu Moi, particularly in differentiated learning and the utilization of learning resources. This study aimed to describe the implementation of economic education policy, identify supporting and inhibiting factors, and analyze its impact on economics learning. A qualitative approach with a descriptive-evaluative design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the principal, an economics teacher, and five eleventh-grade students. Data were analyzed through reduction, presentation, coding, thematic categorization, and conclusion drawing, with findings validated through source and technique triangulation. The results indicate that policy implementation has encouraged more student-centered learning through group discussions, presentations, question-and-answer activities, teaching modules, and assessments. Supporting factors included school support, teacher mentoring and training, and student participation, while inhibiting factors involved limited technological facilities, internet access, instructional time, and teachers’ understanding of differentiated learning. The implementation contributed to increased student participation, communication, collaboration, and independence, although these impacts were not experienced equally by all students. ABSTRAK Penelitian ini dilatarbelakangi oleh belum optimalnya pelaksanaan kebijakan pendidikan ekonomi berbasis Kurikulum Merdeka di SMA Negeri 2 Lolofitu Moi, khususnya dalam penerapan pembelajaran berdiferensiasi dan pemanfaatan sumber daya pembelajaran. Penelitian ini bertujuan mendeskripsikan implementasi kebijakan pendidikan ekonomi, mengidentifikasi faktor pendukung dan penghambat, serta menganalisis dampaknya terhadap pembelajaran ekonomi. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif-evaluatif. Data diperoleh melalui observasi, wawancara semi-terstruktur, dan dokumentasi dengan informan kepala sekolah, guru ekonomi, dan lima peserta didik kelas XI. Data dianalisis melalui reduksi, penyajian, koding, pengelompokan tema, serta penarikan kesimpulan dan diverifikasi melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi kebijakan telah mengarah pada pembelajaran yang lebih berpusat pada peserta didik melalui diskusi, presentasi, tanya jawab, modul ajar, dan asesmen. Faktor pendukung meliputi dukungan sekolah, pendampingan, pelatihan guru, dan keterlibatan siswa, sedangkan penghambat meliputi keterbatasan fasilitas teknologi, akses internet, waktu, serta pemahaman pembelajaran berdiferensiasi. Implementasi tersebut berdampak pada peningkatan keaktifan, komunikasi, kerja sama, dan kemandirian siswa, meskipun belum dirasakan secara merata.]]>
