<![CDATA[Implementing the Merdeka Independent Curriculum has evoked diverse reactions, particularly among teachers, giving rise to issues such as a lack of training or orientation, hasty adjustments, and various controversies, particularly affecting schools far from the central government. Consequently, these challenges have resulted in schools needing help seamlessly implementing the Curriculum. The controversies have triggered varied perceptions concerning the Independent Curriculum's implementation. This research aims to examine the implementation of the Independent Curriculum and elucidate teachers' perspectives on the implementation of the Independent Curriculum in Arabic language learning at MTs Negeri Malinau. The researcher used a qualitative method based on the Miles and Huberman framework to collect data through observations and interviews at MTs Negeri Malinau. The researcher treated educators and the Independent Curriculum's implementation as subjects and objects. The results show that instructors, including the curriculum coordinator and school principal, have generally positive opinions about applying the Independent Curriculum to Arabic language instruction. They state that the Curriculum is considered adequate and fits the needs of the students. Still, problems remain, chiefly related to inadequate infrastructure. Notwithstanding these challenges, MTs Negeri Malinau uses a variety of tactics to carry out the Independent Curriculum and is optimistic about its successful implementation. ]]>
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