<![CDATA[The Merdeka Curriculum gives early childhood education units room to design contextual learning, while Ternate, as an island city, offers rich maritime contexts close to children's lives. However, how a school places maritime content coherently within its curriculum has rarely been examined. This study aims to describe the implementation of maritime-themed learning within the Merdeka Curriculum framework at TK Pembina 1 Ternate City. A descriptive qualitative approach was used, with observation, interviews with teachers and the principal, and documentation, analyzed across seven indicators derived from national maritime education guidelines and Merdeka Curriculum guidance on learning and assessment. Maritime content is placed in the curriculum through themes and lesson plans prepared jointly by teachers and the principal, and is contextualized through beach visits and clean-ups at Tobololo and Masarete, fish grilling, role play, a mystery box, and real objects. Fish grilling involving parents coincided with a reported change in children's fish-eating habits (based on the principal's account), while dry-season weather replaced a planned beach visit with videos. Significant positive implications for all aspects of early childhood development, the role of teachers, and the strengthening of local identity in archipelagic regions.]]>
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