<![CDATA[The Merdeka Curriculum is an educational policy designed to improve the quality of learning through a more flexible approach, student-centered learning, and the strengthening of competencies and character development. In its implementation, learning evaluation becomes one of the important aspects to measure the success of the teaching and learning process. This article aims to analyze the implementation of learning evaluation in the Merdeka Curriculum, including planning, implementation, challenges, and improvement efforts in educational practices. The method used in this study is library research by reviewing various journals, books, and documents related to the Merdeka Curriculum. The results of the study indicate that learning evaluation in the Merdeka Curriculum emphasizes formative and summative assessments oriented toward the holistic development of students. Teachers are given the flexibility to determine evaluation methods according to students’ characteristics and learning objectives. However, its implementation still faces several obstacles, such as limited teacher understanding, inadequate facilities, and adaptation to the new assessment system. Therefore, continuous training and support from various parties are needed so that learning evaluation in the Merdeka Curriculum can be implemented effectively]]>
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