<![CDATA[Abstrak: Kurikulum Merdeka dirancang untuk memberikan pembelajaran fleksibel dan berpusat pada siswa, namun dalam penerapannya masih ditemui berbagai hambatan di sekolah sehingga diperlukan kajian mendalam mengenai tantangan serta strategi implementasinya. Penelitian ini bertujuan untuk mengetahui bentuk kesulitan yang dialami guru di SMK Wikarya Karanganyar dan strategi yang digunakan guru untuk mengatasi kesulitan dalam implementasi Kurikulum Merdeka Belajar di SMK Wikarya Karanganyar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Sumber data penelitian ini meliputi informan, observasi dan analisis dokumen. Teknik pengambilan sampel dilakukan dengan purposive sampling. Pengumpulan data dilakukan dengan wawancara, observasi, dan analisis dokumen. Teknik uji validitas data menggunakan triangulasi sumber dan teknik. Teknik analisis data menggunakan model interaktif. Hasil penelitian menunjukan bahwa bentuk kesulitan yang dialami guru di SMK Wikarya Karanganyar dalam menerapkan Kurikulum Merdeka Belajar yaitu kurangnya pemahaman terhadap kurikulum, kesiapan siswa yang belum optimal, keterbatasan sarana dan prasarana, perbedaan karakter dan kemampuan siswa, serta kesulitan dalam penyusunan administrasi pembelajaran. Strateginya antara lain penyesuaian metode mengajar dengan kondisi kelas, kolaborasi dengan sesama guru, pemanfaatan teknologi dan sumber belajar alternatif, asesmen berkelanjutan dan refleksi diri, serta dukungan pelatihan dari pihak sekolah. Kata kunci: asesmen; strategi pembelajaran; tantangan guruAbstract: The Merdeka Curriculum was designed to provide flexible, student-centered learning; however, its implementation in schools continues to encounter various challenges, necessitating comprehensive examination of both obstacles and implementation strategies. This study investigated the difficulties experienced by teachers at SMK Wikarya Karanganyar and the strategies they employed to overcome barriers in implementing the Merdeka Curriculum. Using a qualitative case study approach, data were collected through interviews with 22 participants (1 principal, 1 vice principal for curriculum affairs, 5 department heads, and 15 teachers), classroom observations, and document analysis. Participants were selected through purposive sampling. Data validity was ensured through source and technique triangulation, while analysis employed an interactive model. Findings revealed five primary challenges: limited curriculum understanding, insufficient student readiness, inadequate facilities and infrastructure, diverse student characteristics and abilities, and difficulties in preparing instructional administration. Teachers employed several strategies to address these challenges: adapting teaching methods to classroom conditions, collaborating with colleagues, utilizing technology and alternative learning resources, conducting continuous assessments and self-reflection, and participating in school-supported training programs. These findings contribute to theoretical understanding of curriculum implementation challenges and provide practical implications for professional development, infrastructure support, and policy development in vocational education settings. Keywords: assessment; learning strategy; teacher challenges]]>
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