<![CDATA[This study analyzes the evaluation process and risk measurement in the implementation of the Merdeka Curriculum at RA Arrahmah. The research addresses the limited understanding of how early childhood institutions identify and manage pedagogical and operational risks during the transition toward the Merdeka Curriculum. Using a qualitative case study approach, data were collected through observations, interviews, and documentation. The findings show that the implementation of the Merdeka Curriculum enhances children’s creativity and learning engagement; however, several risks emerge, including limited teacher readiness, inadequate learning media, and inconsistency in applying the principles of differentiated learning. A structured risk matrix reveals that key risks fall within medium to high levels, particularly those concerning resource limitations and pedagogical capacity. The study concludes that successful implementation requires systematic evaluation, continuous teacher development, and strengthened institutional risk management.]]>
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