<![CDATA[The implementation of the Merdeka Curriculum in Indonesia requires schools to adopt flexible and student-centered learning models, including Project-Based Learning (PjBL). However, schools often face challenges related to teachers’ competence, curriculum understanding, and limited facilities. This study aims to analyze how SMAIT Ar-Rahmah Lumajang implements the Merdeka Curriculum through PjBL, focusing on planning, classroom practices, assessment mechanisms, and supporting and inhibiting factors. This research employed a qualitative descriptive approach, with data collected through semi-structured interviews with teachers and document analysis of the Kurikulum Satuan Pendidikan (KSP). Data were analyzed using Miles and Huberman’s framework, consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The results show that learning planning was conducted through the preparation of CP, ATP, and adaptable teaching modules that align with students’ needs. PjBL implementation involved collaborative investigation, problem-solving activities, and the presentation of project outcomes, with teachers acting as facilitators. Assessment was carried out through authentic and summative evaluation, including digital-based assessments that required adaptive solutions due to limited computer facilities, such as the use of school laptops, students’ mobile phones, and shift-based testing. Despite limited infrastructure, SMAIT Ar-Rahmah demonstrated increased student performance and significant progress in school quality, achieving accreditation improvement from C to A. The findings indicate that the success of PjBL within the Merdeka Curriculum is strongly influenced by teachers’ pedagogical competence, school adaptability, and community support rather than complete physical facilities.]]>
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