<![CDATA[Abstract: The Merdeka Belajar policy aims to improve educational quality through strengthening school autonomy and promoting flexible learning practices. However, its implementation continues to face various challenges, particularly related to human resource readiness, disparities in school capacity, and weak policy analysis at the school level. This study aims to analyze the implementation of the Merdeka Belajar policy using the L–EARN Model (Listen, Empathize, Analyze, Recommend, Navigate) as a policy analysis framework. The study employed an Integrative Literature Review (ILR) by synthesizing reputable international journal articles and national education policy documents. Data analysis was conducted through four stages: content analysis, thematic mapping, conceptual model development, and contextual analysis. The findings indicate that the main barriers to policy implementation include limited teacher capacity, low levels of school data literacy, and suboptimal instructional leadership. The L–EARN Model is effective in identifying gaps between regulatory frameworks and classroom practices, as well as in formulating more contextual and sustainable policy improvement strategies. In conclusion, the successful implementation of the Merdeka Belajar policy requires adaptive, participatory, and continuous policy learning processes to enhance educational quality.]]>
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