Learning Analysis in the Implementation of the Independent Curriculum at Public Junior High Schools in Lareh Sago Halaban District

The Merdeka Curriculum is one of the latest education policies in Indonesia aimed at improving the quality of learning through differentiation approaches, project-based learning, and authentic assessment. This study aims to analyze learning in the implementation of the Merdeka Curriculum in public junior high schools across the Lareh Sago Halaban District, particularly in terms of planning, implementation, and evaluation. The study uses a quantitative approach with descriptive methods. The research population consisted of 121 teachers, with a sample of 95 selected through proportional random sampling techniques. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability, then analyzed using the mean technique. Research results show that learning inthe implementation of the Merdeka Curriculum falls into the good category with an average score of 4.21 (TCR 84.3%). The planning aspect scored 82.7%, implementation 86.5%, and evaluation 83%, with the highest achievement in implementation. These findings indicate that teachers have implemented the Merdeka Curriculum learning well, although there are still challenges in preparing teaching modules, applying differentiated learning, and varying assessments. This study concludes that the success of implementing the Merdeka Curriculum learning greatly depends on ongoing training support and adequate facilities. The implications of this research emphasize the need for practical mentoring strategies for teachers as well as consistent school policies in supporting learning innovation.