Abstract

This article examines the implementation of the Merdeka Curriculum following the termination of the Sekolah Penggerak Program at SMP Negeri 2 Baranti, Sidenreng Rappang Regency, Indonesia. The study adopts a qualitative case study approach involving school leaders, teachers, supervisors, and students. Data were collected through interviews, observations, and document analysis and analyzed using the Miles and Huberman interactive model. The analysis was guided by Edward III’s policy implementation framework, Mezirow’s Transformative Learning Theory, and the CIPP evaluation model. The findings indicate that the Merdeka Curriculum continues to be implemented despite the discontinuation of intensive government assistance. Communication has been sustained through teacher learning communities, school meetings, and the Merdeka Mengajar Platform. However, challenges remain, including technological limitations, unequal digital competence among teachers, and restricted access to professional development opportunities. Nevertheless, teachers demonstrate positive attitudes toward the curriculum and increasingly employ project-based, student-centered, and contextual learning approaches. The curriculum has also stimulated learning transformation among both teachers and students through reflective practices, instructional innovation, and greater student engagement. The study concludes that sustainable curriculum reform depends on school leadership, collaborative professional cultures, and continuous policy support.