<![CDATA[This research is motivated by a change in curriculum, where previously MAN 1 Mukomuko school used the 2013 Curriculum, then in 2022 a new curriculum was implemented, namely the Merdeka Curriculum. So that it raises new problems, especially the problems that occur during the process of implementing the Merdeka Curriculum. This study aims to analyse the obstacles and solutions of class X social field teachers at MAN 1 Mukomuko in implementing the Merdeka Curriculum. The theory used is Talacott Parsons AGIL theory. the approach taken is a qualitative approach with a descriptive type. The data collection technique is purposive sampling. The types of data are primary data and secondary data. Data collection techniques were carried out by document study, observation and in-depth interviews. The data analysis used was interactive data analysis developed by Milles and Huberman. From the results of the study, it can be concluded that the curriculum changes carried out at MAN 1 Mukomuko have obstacles in implementing the Merdeka Curriculum. The obstacles experienced by class X social field teachers are 1. Lack of learning tools, 2. Lack of package books, 3. The school prohibits the use of mobile phones at school, 4. Training or socialisation of the Merdeka Curriculum has only been carried out three times, 5. The diverse interests of students' majors]]>
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