<![CDATA[The principal plays a central role in the successful implementation of the Merdeka Belajar Curriculum as part of educational transformation at the school level. This study aims to explore in depth the role of the principal in implementing the curriculum at SMAN 1 Cicurug, including the supporting and inhibiting factors that influence the process. A descriptive qualitative approach was employed, using data collection techniques such as field observation, in-depth interviews, and documentation. The results indicate that the principal actively functions as an educator, supervisor, and strategic leader in facilitating the school's adaptation to the new curriculum. These efforts are reflected through teacher training programs, regular supervision, and the provision of learning infrastructure. The principal also fosters strong communication with teachers through scheduled meetings to evaluate the implementation progress. Nevertheless, several challenges remain, particularly related to teachers' limited understanding of differentiated instruction and the lack of parental involvement. Overall, the leadership demonstrated by the principal of SMAN 1 Cicurug is considered effective, supported by school-wide collaboration and responsive educational policy frameworks. ABSTRAKKepala sekolah memegang peran sentral dalam keberhasilan implementasi Kurikulum Merdeka sebagai wujud transformasi pendidikan di satuan sekolah. Penelitian ini bertujuan untuk mengkaji secara mendalam peran kepala sekolah dalam pelaksanaan Kurikulum Merdeka di SMAN 1 Cicurug, termasuk faktor pendukung dan penghambat yang memengaruhi proses tersebut. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif, dengan teknik pengumpulan data melalui observasi lapangan, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah berperan aktif sebagai pendidik, supervisor, dan pemimpin strategis dalam mendorong adaptasi kurikulum baru. Upaya tersebut diwujudkan melalui pelaksanaan pelatihan guru, supervisi rutin, serta fasilitasi sarana dan prasarana pendukung pembelajaran. Kepala sekolah juga menjalin komunikasi intensif dengan guru melalui pertemuan berkala guna mengevaluasi progres implementasi. Meskipun demikian, tantangan tetap dihadapi, seperti keterbatasan pemahaman guru terhadap pendekatan pembelajaran berdiferensiasi serta kurangnya keterlibatan orang tua. Secara keseluruhan, kepemimpinan kepala sekolah di SMAN 1 Cicurug dinilai berjalan optimal berkat kolaborasi antarwarga sekolah dan dukungan kebijakan pendidikan yang adaptif.]]>
