<![CDATA[This research aims to describe the implementation of the Merdeka Curriculum in mathematics learning at MAN 2 Karanganyar for the 2025/2026 academic year, focusing on planning, implementation, facilities and infrastructure, challenges, and solutions undertaken by teachers and the madrasah. The research uses a descriptive qualitative approach with data collection techniques including observation, in-depth interviews with mathematics teachers, madrasah vice-principals, and students, as well as document study of the curriculum, teaching modules, and inventory of facilities and infrastructure. The research findings indicate that conceptually, the implementation of the Merdeka Curriculum has been successful thru planning based on the CP and ATP, the selection of essential materials, and the combination of direct instruction with varied activities such as interactive quizzes, discussions, and presentations. However, it is still constrained by students' low basic mathematical abilities, time limitations, and uneven digital infrastructure and laboratories. Teachers respond with differentiated instruction, an emphasis on essential materials, the use of available digital media, and flexible classroom management to maintain student understanding and learning motivation. The conclusion of the study indicates that mathematics learning at MAN 2 Karanganyar has led to a deep and contextual implementation of the Merdeka Curriculum, but still requires strengthening students' academic readiness and improving infrastructure to optimize the curriculum's goals.]]>
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