<![CDATA[This study describes the implementation of the Kurikulum Merdeka in Informatics at SMK Ma'arif NU 01 Limpung, identifies obstacles and supports, and formulates recommendations for improvement. The study used a descriptive qualitative approach, with data obtained through in-depth, semi-structured interviews with two Informatics teachers. The results show that teachers implement Kurikulum Merdeka through active learning approaches, such as Project-based Learning (PjBL), Problem-Based Learning (PBL), and collaborative learning, which encourage student engagement in interest-based, contextual projects. Teachers integrate the values of the Pancasila Student Profile through digital ethics practices, teamwork, and character reflection. The main obstacles include limited computer laboratory facilities, variations in students' digital abilities, and challenges in authentic project-based assessment. However, teachers feel supported by flexibility in lesson planning, ICT use, and increased student participation. Recommendations include providing flexible learning times, ongoing teacher training, and strategic partnerships with industry. The study concluded that Kurikulum Merdeka provides space for vocational school students to develop holistically, but its success depends on the availability of facilities, teacher readiness, and stakeholder involvement. Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka pada mata pelajaran Informatika di SMK Ma'arif NU 01 Limpung, mengidentifikasi hambatan dan dukungan, serta merumuskan rekomendasi perbaikan. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan data yang diperoleh melalui wawancara mendalam semi-terstruktur dengan dua guru Informatika. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka diimplementasikan melalui pendekatan pembelajaran aktif, seperti Project-based Learning (PjBL), Problem-Based Learning (PBL), dan collaborative learning, yang mendorong keterlibatan murid dalam proyek kontekstual berbasis minat. Guru mengintegrasikan nilai-nilai Profil Pelajar Pancasila melalui praktik etika digital, kerja sama tim, dan refleksi karakter. Kendala utama meliputi keterbatasan fasilitas laboratorium komputer, variasi kemampuan digital murid, serta tantangan dalam penilaian autentik berbasis proyek. Namun, guru merasakan dukungan berupa fleksibilitas dalam penyusunan pembelajaran, pemanfaatan TIK, serta peningkatan partisipasi murid. Rekomendasi meliputi penyediaan waktu belajar yang fleksibel, pelatihan guru yang berkelanjutan, serta kemitraan strategis dengan industri. Disimpulkan bahwa Kurikulum Merdeka memberikan ruang bagi murid SMK untuk berkembang secara holistik, namun keberhasilannya bergantung pada ketersediaan fasilitas, kesiapan guru, dan keterlibatan para pemangku kepentingan. Kata Kunci: Informatika SMK; Kurikulum Merdeka; pembelajaran berbasis proyek; Profil Pelajar Pancasila]]>
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