<![CDATA[The implementation of the Merdeka Belajar policy promotes flexibility and autonomy in curriculum management; however, in the context of Integrated Islamic Schools, it presents challenges in integrating the national curriculum with Islamic values while maintaining educational quality. This condition requires curriculum autonomy to be managed in a way that ensures value-based quality assurance. This study aims to evaluate the implementation of the Merdeka Belajar policy and analyze its impact on curriculum quality autonomy in Integrated Islamic Schools using a policy analysis approach. This study employs a qualitative method with a case study approach, with data collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the policy provides significant autonomy in curriculum development; however, its effectiveness is strongly influenced by school management capacity, curriculum leadership, and internal quality assurance systems. These findings imply the importance of strengthening institutional capacity and quality assurance systems to optimize policy implementation in Islamic-based schools.]]>
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