<![CDATA[The Merdeka Curriculum is an educational policy designed to improve the quality of learning through a student-centered, flexible, and contextual approach, while strengthening the Profile of Pancasila Students. In Biology learning, the Merdeka Curriculum emphasizes the selection of essential content, the implementation of project-based learning, and the use of diagnostic, formative, and summative assessments. However, its implementation in educational institutions still faces various challenges, particularly related to teachers’ readiness, the availability of facilities and infrastructure, and students’ ability to adapt to independent and project-based learning. This study aims to analyze the implementation of the Merdeka Curriculum in Biology learning for Grade X students at MAN 1 Labuhanbatu Utara in the 2025/2026 academic year, focusing on planning, implementation, and evaluation aspects. This research employed a qualitative descriptive approach. The research subjects included Biology teachers and Grade X students at MAN 1 Labuhanbatu Utara. Data were collected through observation, interviews, and documentation. The collected data were analyzed qualitatively through data reduction, data presentation, and conclusion drawing. Based on the observation results, the implementation of the Independent Curriculum in Biology learning for class X at MAN 1 Labuhanbatu Utara shows that the learning planning aspect is in the good category with an achievement level of around 85%, although there are still obstacles in the preparation of the Learning Objective Flow and teaching modules. The implementation of learning is also in the good category with an implementation percentage of around 80%, where teachers have carried out preliminary, core, and closing activities according to the principles of the Independent Curriculum, but the implementation of project-based learning and the use of technology has not been optimal. Meanwhile, learning evaluation is in the fairly good category with a percentage of around 78%, because although diagnostic, formative, and summative assessments have been implemented, their implementation has not been carried out consistently. Overall, the quantitative data shows that the implementation of the Independent Curriculum in Biology learning has gone well, but still requires improvement in several aspects. Overall, the implementation of the Merdeka Curriculum in Biology learning has been conducted quite well, but further improvement is needed through strengthening teachers’ competencies and providing adequate supporting learning facilities.]]>
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