<![CDATA[This research was conducted to examine the implementation of the Merdeka Curriculum in non-formal educational institutions such as PKBM and course institutions. This curriculum gives educators the freedom to organize the learning process according to the needs, interests, and potential of each student. This research uses a descriptive qualitative approach, where data is collected through interviews, direct observations, and field document studies. The research results show that the implementation of the Merdeka Curriculum is carried out gradually, adjusted to the conditions of the institution and the abilities of the students. In its implementation, learning is now more student-centered, no longer teacher-centered. Students are encouraged to be more active, creative, and directly involved through activities such as projects and real-life practices. Several factors that support the successful implementation of this curriculum include a flexible learning schedule and good cooperation among educators. However, there are still challenges such as the limited number of educators who understand the concept of the Merdeka Curriculum and the lack of technological facilities. Overall, the implementation of the Merdeka Curriculum in non-formal educational institutions has a positive impact. Students become more motivated, independent, and creative. Teachers also play the role of facilitators, guiding students to discover and develop their best potential.]]>
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