<![CDATA[This study aims to analyze teachers’ readiness in implementing the Merdeka Curriculum in elementary schools and to identify the discrepancies between the curriculum’s ideal expectations and the actual conditions in the field. The research employed a descriptive qualitative approach with one teacher and one principal at SDN Alalak Selatan 1 as the subjects. Data were collected through structured interviews and documentation, then analyzed using narrative techniques. The findings indicate that the rapid transition from the 2013 Curriculum to the Merdeka Curriculum has created various challenges, including limited understanding of the curriculum’s core principles, difficulties in developing teaching modules, inadequate technological skills, and insufficient infrastructure. Moreover, teachers have not yet fully utilized the Merdeka Mengajar Platform effectively due to limited digital literacy and high workload. Although the government has provided support through the Continuing Professional Development Program and learning communities, these initiatives have not been maximally utilized. This study emphasizes the importance of enhancing digital literacy, providing continuous mentoring, ensuring adequate learning facilities, and fostering collaboration among educational stakeholders to achieve effective and sustainable implementation of the Merdeka Curriculum.]]>
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