<![CDATA[Music education in Indonesian junior high schools often faces persistent structural challenges, particularly in regions where the implementation of Kurikulum Merdeka remains uneven and under-evaluated. This study evaluates the implementation of Music Education under Kurikulum Merdeka at state junior high schools in Tanggamus Regency, Lampung Province. Stufflebeam's (1966) CIPP evaluation model, encompassing Context, Input, Process, and Product components, was employed within a quantitative descriptive-evaluative design. Data were collected simultaneously using three instruments: a primary questionnaire and two supplementary instruments comprising structured observation sheets and documentation analysis sheets. Respondents included 6 school principals and curriculum vice-principals, 10 Music Education teachers, and 90 ninth-grade students purposively selected from three sample schools: SMPN 1 Sumberejo, SMPN 1 Gisting, and SMPN 2 Talang Padang. Descriptive statistics were applied through mean score calculation and the Respondent Achievement Level (RAL). Results indicate that the Context component falls in the Moderate category (mean = 3.35; RAL = 66.78%), while Input registered the lowest achievement across all components at the Low category (mean = 2.54; RAL = 50.53%), with its lowest-scoring indicators comprising teacher subject-background mismatches, inadequate musical instrument availability, and the absence of documented training programs. The Process component yielded divergent findings between teacher (Moderate; RAL = 59.47%) and student perspectives (High; RAL = 74.30%). The Product component remained Moderate (mean = 3.49; RAL = 67.76%), with musical creativity identified as the weakest sub-indicator. These findings highlight the urgency of competency-based teacher assignment policies, systematic instrument procurement, and structured professional development programs to ensure equitable Music Education quality under Kurikulum Merdeka.]]>
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