<![CDATA[This study aims to explore in depth the implementation of the Merdeka Curriculum at MTs Jauharul Islam, identify the problems encountered in improving teachers pedagogigcal competence, and describe the efforts made to overcome these challenges. The Merdeka Curriculum emerges as a response to the demands of 21st-century education, emphasizing student-centered learning, flexible teaching methods, and character development through the Profil Pelajar Pancasila (Pancasila Student Profile). However, the implementation of this curriculum faces numerous obstacles in the field, particularly in terms of teachers pedagogical readiness.This research employs a qualitative approach with a case study method. Data were collected through in-depth interviews, observation, and documents analysis. The informants were selected using the snowball sampling technique, starting with key individuals and expanding based on subsequent recommendations. The main informants included the principal, vice principal for curriculum affairs, subject teacher, and the team responsible for drafting the School Operation Curriculum (KOSP).The findings indicate that the implementation of the Merdeka Curriculum at MTs Jauharul Islam has begun through several initiatives, such as the formation of the KOSP drafting team, internal teacher training sessions, and the development of independent teaching modules. However, several challenges remain, including the lack of intensive and ongoing training, limited project-based learning facilities, the unfinished status of the KOSP document as a main reference, and the high administrative workload faced by teachers. Additionally, a gap persists between the conceptual understanding of the curriculum and its practical application in the classroom, as traditional lecture methods still dominate, and project-based learning is underutilized. To address these issues, the school has undertaken various strategies, such as enhancing teacher training by inviting school supervisors as resource persons, providing collaborative forums for teachers, and conducting regular evaluations and mentoring by the curriculum team. Moreover, the school principal actively encourages innovation and gives teachers the freedom to design contextually relevant learning modules tailored to students characteristics.]]>
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