<![CDATA[The purpose of this study is to determine how primary school teachers' ability to autonomously apply curricula affects their performance. The study used an ex post facto quantitative methodology and involved 100 instructors from five elementary schools in Semarang Regency that implemented the Kurikulum Merdeka. A validated Likert-scale questionnaire was used to evaluate teachers' performance and competence in implementing Kurikulum Merdeka. The data were analysed using descriptive statistics and simple linear regression. The findings indicated that teacher performance and the skill in implementing Kurikulum Merdeka were significantly and positively correlated (β = 0.671, p < 0.001). 45% of the variation in teacher performance was explained by the implementation skill of Kurikulum Merdeka (R2 = 0.450), indicating a significant predictive effect. Higher levels of pedagogical, professional, social, and personal performance were typically exhibited by teachers with greater competence in implementing the Kurikulum Merdeka. In the context of Indonesian curriculum reform, this study adds to the body of literature by experimentally verifying independent criteria implementation skill as a multidimensional predictor of teacher success. Policymakers, school administrators, and professional development providers should use these findings to guide the development of interventions to help teachers implement the Kurikulum Merdeka more effectively.]]>
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