<![CDATA[This study aims to describe and evaluate the implementation of mathematics learning and assessment based on the Merdeka Curriculum at SMA Muhammadiyah 3 Yogyakarta. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving one mathematics teacher and tenth-grade students. Data were analyzed using open, axial, and selective coding techniques. The findings indicate that differentiated learning was implemented through the Teaching at the Right Level (TaRL) approach, supported by Problem-Based Learning and Discovery Learning methods to enhance students’ conceptual understanding. Islamic values were integrated contextually according to the learning material. Assessment practices utilized digital platforms such as Mentimeter, Kahoot, Google Forms, Wayground, and Quizizz for diagnostic and summative purposes. The learning and assessment practices reflected the core principles of the Merdeka Curriculum, including flexibility, active student participation, and mastery learning orientation. Institutional support and teachers’ professional commitment were identified as key factors in successful implementation. These findings contribute to the understanding of mathematics education practices within the context of the Merdeka Curriculum at the secondary school level.]]>
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