<![CDATA[The Merdeka Belajar policy provides a framework for educational transformation in Indonesia, but its implementation requires integrated practices across school programs and stakeholders. Sekolah Inti Program provides a context for examining how policy integration can support the acceleration of educational transformation. This study aims to explore the experiences and meanings of implementing the Merdeka Belajar policy in Core Schools. A qualitative phenomenological approach was employed, involving school principals, teachers, educational staff, supervisors, students, and BBPMP facilitators selected through purposive and snowball sampling. The findings reveal five meaningful practices that support educational transformation: data-driven instructional leadership, professional learning communities, policy integration, replication of best practices, and continuous reflection. These practices strengthen collaborative culture, data-informed decision-making, learning quality, and teacher participation. The findings show that educational transformation is shaped less by the number of programs than by consistent implementation, visionary leadership, and collective engagement among school stakeholders. Integrated policy implementation provides a foundation for systemic, sustainable, and broader improvements in educational quality.]]>
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