<![CDATA[Abstrak: Penelitian ini bertujuan untuk menguji pengaruh parsial dan simultan dari implementasi Kurikulum Merdeka dan fasilitas sekolah terhadap kemampuan berpikir kreatif siswa kelas X dan XI program Manajemen Perkantoran dan Layanan Bisnis (MPLB) di SMK Negeri 1 Karanganyar. Desain penelitian kausal kuantitatif digunakan, dengan data dikumpulkan dari 106 responden yang dipilih melalui pengambilan sampel acak bert stratified proporsional. Kuesioner diberikan untuk mengumpulkan data primer, dan instrumen divalidasi melalui pengujian validitas dan reliabilitas. Analisis data dilakukan menggunakan regresi linier berganda dengan IBM SPSS 26.0. Hasil penelitian menunjukkan bahwa: (1) Implementasi Kurikulum Merdeka memiliki pengaruh positif yang signifikan terhadap kemampuan berpikir kreatif siswa, dengan t(103) = 7,854, p < 0,001; (2) Fasilitas sekolah tidak memiliki pengaruh yang signifikan terhadap kemampuan berpikir kreatif siswa, dengan t(103) = 1,626, p = 0,107; dan (3) Implementasi Kurikulum Merdeka dan fasilitas sekolah secara bersamaan memiliki pengaruh positif yang signifikan terhadap kemampuan berpikir kreatif siswa, dengan F(2, 103) = 46,680, p < .001. Variabel-variabel ini secara kolektif menjelaskan 47,5% varians dalam kemampuan berpikir kreatif (R² = .475). Kata kunci: berpikir inovatif; sarana prasarana; sistem pembelajaran; vokasi Abstract: This study aimed to examine the partial and simultaneous effects of Merdeka Curriculum implementation and school facilities on creative thinking skills among Grade X and XI students in the Office Management and Business Services (MPLB) program at SMK Negeri 1 Karanganyar. A quantitative causal research design was employed, with data collected from 106 respondents selected through proportionate stratified random sampling. Questionnaires were administered to gather primary data, and the instruments were validated through validity and reliability testing. Data analysis was conducted using multiple linear regression with IBM SPSS 26.0. The findings revealed that: (1) Merdeka Curriculum implementation had a significant positive effect on students' creative thinking skills, with t(103) = 7.854, p < .001; (2) school facilities did not have a significant effect on students' creative thinking skills, with t(103) = 1.626, p = .107; and (3) Merdeka Curriculum implementation and school facilities simultaneously had a significant positive effect on students' creative thinking skills, with F(2, 103) = 46.680, p < .001. These variables collectively explained 47.5% of the variance in creative thinking skills (R² = .475). Keywords: infrastructure; innovative thinking; learning systems; vocational education]]>
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