<![CDATA[Although the Merdeka Curriculum has been studied, limited attention has been paid to its implementation in Arabic language learning within religiously based secondary education under uneven technological conditions. This multi-site qualitative study examines how Arabic teachers and curriculum vice-principals at seven State Islamic Senior High Schools (Madrasah Aliyah Negeri) across five regencies/cities in East Kalimantan implement the curriculum and how practices vary across sites. Data were collected through interviews with 7 Arabic teachers and 7 vice-principals, with document analysis, and analyzed using the Miles and Huberman model through transcription, thematic coding, site comparison, and source triangulation. Findings reveal that implementation is uneven and context-dependent. Schools with stronger institutional support and technological access adopt project-based, digitally mediated, and locally contextualized learning extensively, whereas schools with limited infrastructure rely on conventional methods. Teachers perceived greater change in students’ speaking and listening engagement than in reading and writing, although these remain perceptions rather than measured outcomes. Constraints include limited understanding of curriculum philosophy, insufficient subject-specific training, inadequate digital learning media, unequal technology access, and administrative workload. The study demonstrates that curriculum flexibility is shaped by teacher agency, institutional capacity, and infrastructure, highlighting context-sensitive implementation. It recommends strengthening teacher training, digital resources, and administrative governance.]]>
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