<![CDATA[The implementation of the Merdeka Curriculum is a strategic effort to promote student-centered learning, including in Geography education. This study aims to analyze the challenges, efforts to overcome these challenges, and the positive impacts on students’ learning outcomes in the implementation of Geography learning based on the Merdeka Curriculum at SMP Negeri 1 Toari. This study employed a mixed-method approach combining quantitative and qualitative methods. Data were collected through interviews with the principal and teachers, classroom observations, and questionnaires administered to Grade VIII A students. Quantitative data were analyzed using percentage calculations, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing, supported by data triangulation. The findings indicate that the main challenges in implementing the Merdeka Curriculum include limited learning facilities and infrastructure, teachers’ readiness to understand learning outcomes and develop teaching modules, and adaptation to project-based learning. Efforts to overcome these challenges include professional teacher training, collaboration among educators, and the utilization of available learning resources. Despite various challenges, the implementation of the Merdeka Curriculum has had a positive impact on students’ learning outcomes, as indicated by increased student engagement, critical and creative thinking skills, and a more contextual and meaningful understanding of Geography concepts. Therefore, the Merdeka Curriculum has the potential to improve the quality of Geography learning when supported by adequate facilities and continuous strengthening of teachers’ competencies.]]>
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