<![CDATA[Abstract: This study investigated the effect of teachers' pedagogical readiness on the implementation of deep learning-based instruction within the Merdeka Curriculum. A quantitative correlational design with an explanatory research approach was employed involving 78 public junior high school teachers in Dander District, Bojonegoro Regency, Indonesia, selected through total sampling. Data were collected using a structured Likert-scale questionnaire and analyzed using simple linear regression. The research instrument demonstrated satisfactory validity and reliability, while the assumptions of normality, linearity, and homoscedasticity were fulfilled, indicating that the regression model was appropriate for hypothesis testing. The findings revealed that teachers' pedagogical readiness had a positive and statistically significant effect on the implementation of deep learning-based instruction (R = 0.747; R² = 0.558; p < 0.001), explaining 55.8% of the variance in instructional implementation. These findings demonstrate that pedagogical readiness plays a pivotal role in enabling teachers to translate the principles of the Merdeka Curriculum into meaningful, student-centered learning practices. This study contributes empirical evidence that teachers' pedagogical readiness is a key determinant of successful deep learning-based instruction and underscores the importance of sustained professional development, academic supervision, and continuous pedagogical support to strengthen instructional quality. Keywords: teachers' pedagogical readiness; deep learning-based instruction; Merdeka Curriculum; pedagogical competence; instructional implementation.]]>
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