<![CDATA[The Merdeka Curriculum is a national education policy aimed at providing learning flexibility and fostering students’ competencies and character development. However, its implementation at the school level, particularly in Social Studies–Geography subjects, still faces various challenges that affect learning effectiveness. This study aims to analyze the problems of the Merdeka Curriculum and its implementation in Social Studies–Geography at SMPN 1 Wundulako. This research employed a qualitative approach using observation, interviews, and questionnaires as data collection techniques. The research subjects consisted of the school principal, Geography teachers, and eighth-grade students. The results indicate that the implementation of the Merdeka Curriculum has been carried out, but has not yet been optimal. The main obstacles include limited learning facilities, diverse student characteristics, teachers’ administrative workload, and limited variation in teaching methods. Nevertheless, school leadership support, teachers’ understanding of the curriculum, and the application of contextual learning serve as supporting factors. The study concludes that strengthening institutional support and continuous teacher competency development are essential to improving the quality of Social Studies–Geography learning.]]>
Copyrights © 2026
