<![CDATA[This study examines the implementation of a learning strategy integrating Problem Based Learning (PBL), an Aural Text-Based Strategy (BBM), and group discussion method in poetry text learning in Grade X Phase E of SMA Negeri 5 Kota Jambi, as well as analyzing the alignment between the lesson plan and its classroom implementation within the Merdeka Curriculum context. A qualitative descriptive approach was employed. Data were collected through direct observation, in-depth interviews, and documentation over three sessions held on April 9, 13, and 14, 2026. The research subject was Ibu Siti Asiah, S.Pd., M.Pd.I., the Indonesian Language teacher, along with 36 students of class X-1. Data analysis followed the interactive model of Miles, Huberman, and Saldana (2014). The findings show that all five PBL phases were implemented consistently and in sequence; audio recordings shared via WhatsApp were aligned with Merdeka Curriculum learning objectives and effectively encouraged active, reflective listening; and the alignment between lesson planning and classroom implementation was very high (5 out of 6 components). This study contributes an empirical-descriptive account of the implementation of all five PBL phases in poetry learning, a perspective rarely examined in prior research which has predominantly focused on quantitative measurement of learning outcomes.]]>
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