<![CDATA[Rekonstruksi pembelajaran IPS berbasis Kurikulum Merdeka menjadi langkah strategis dalam merespons tuntutan pendidikan abad ke-21 yang menekankan fleksibilitas, relevansi konteks, dan pengembangan kompetensi berpikir tingkat tinggi. Penelitian ini bertujuan mendeskripsikan proses rekonstruksi perangkat pembelajaran IPS, menganalisis peran kepemimpinan sekolah dalam mendukung implementasi kurikulum, serta mengidentifikasi reposisi asesmen autentik dalam proses pembelajaran. Penelitian menggunakan pendekatan kualitatif deskriptif melalui wawancara, observasi ringan, dan telaah dokumen pembelajaran. Analisis data dilakukan melalui proses reduksi, kategorisasi tematik, dan verifikasi interpretatif. Hasil penelitian menunjukkan bahwa penyusunan perangkat ajar berada pada fase transisi, dengan Capaian Pembelajaran dan Alur Tujuan Pembelajaran telah siap digunakan, sementara modul ajar dan bahan ajar kontekstual masih memerlukan penyempurnaan struktural dan substansial. Selain itu, kepala sekolah berperan sebagai pengarah kebijakan akademik melalui supervisi, pemberian ruang inovasi, dan fasilitasi kolaborasi guru. Pada dimensi asesmen, ditemukan bahwa asesmen diagnostik dan sumatif telah berjalan stabil, sementara asesmen formatif dan reflektif masih dalam tahap harmonisasi praktik. Secara keseluruhan, temuan ini menunjukkan bahwa implementasi Kurikulum Merdeka merupakan proses bertahap yang membutuhkan dukungan kelembagaan, peningkatan kompetensi pedagogis guru, serta konsistensi praktik pembelajaran dan asesmen agar tujuan kurikulum dapat terwujud secara optimal. Reconstruction of Independent curriculum-based social studies learning is a strategic step in responding to the demands of 21st century education that emphasizes flexibility, context relevance, and the development of high-level thinking competencies. This study aims to describe the process of reconstruction of social studies learning tools, analyze the role of school leadership in supporting curriculum implementation, and identify the repositioning of authentic assessments in the learning process. The study used a descriptive qualitative approach through interviews, light observation, and study of learning documents. Data analysis is done through a process of reduction, thematic categorization, and interpretative verification. The results showed that the preparation of teaching tools is in the transition phase, with learning outcomes and flow of learning objectives have been ready for use, while teaching modules and contextual teaching materials still require structural and substantial improvements. In addition, the principal acts as a director of academic policy through supervision, provision of innovation space, and facilitation of teacher collaboration. In the assessment dimension, it was found that the Diagnostic and summative assessment has been running stable, while the formative and reflective assessment is still in the stage of harmonization of practice. Overall, these findings indicate that the implementation of an independent curriculum is a gradual process that requires institutional support, improvement of teachers pedagogical competence, and consistency of learning and assessment practices so that curriculum objectives can be realized optimally.]]>
