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This qualitative field research aims to analyze the implementation of Merdeka Belajar curriculum policy and identify its supporting and inhibiting factors at MAN Wajo. The research adopts sociological, theological, pedagogical, and psychological approaches. The data sources include the madrasa principal, policy makers, teachers, and students who participated in the assessment. The findings reveal that the implementation of Merdeka Belajar curriculum policy at MAN Wajo falls short of expectations. Teachers lack understanding of Merdeka Belajar curriculum and struggle to maximize its development due to the absence of teaching achievement and learning guidelines, leading to suboptimal teaching processes. Furthermore, students' motivation at MAN Wajo is low as the assessment system fails to determine their interests and talents, and class management based on these aspects is less. As a result, students' efforts in answering madrasa assessments are minimal, resulting in unsatisfactory outcomes. On the supporting side, government regulations favor the program, while the inhibiting factors include challenges in preparing diverse learning content that suits the students' learning styles. Additionally, the absence of a guiding framework for implementing Merdeka Belajar curriculum causes delays in learning and understanding the curriculum. Limited facilities, teaching aids, and reference books at MAN Wajo also hinder the implementation. Therefore, it is crucial that the Ministry of Education and Culture use this research as a recommendation to improve Merdeka Belajar curriculum policy. Policymakers within madrasas should also take these insights into account to enhance the quality of education and foster an environment conducive to Merdeka Belajar at MAN Wajo.

Merdeka Belajar curriculum policy; madrasa