ANALISIS IMPLEMENTASI KEBIJAKAN KURIKULUM MERDEKA DALAM PEMBELAJARAN INKLUSI DI SEKOLAH DASAR (Studi di SD Muhammadiyah 9 Kota Malang)

The implementation of inclusive education in Indonesia still faces various challenges, especially after the introduction of the Merdeka Curriculum policy, which emphasizes flexibility and learner-centered learning. Although this policy has the potential to accommodate diverse learning needs, including those of students with special needs (PDBK), its implementation in the field still requires further study, especially at the elementary school level. This study aims to analyze the implementation of the Merdeka Curriculum policy in inclusive learning at SD Muhammadiyah 9 Malang City as one of the reference schools for inclusion in Malang City. This study uses a qualitative approach with a descriptive research type. The research was conducted at SD Muhammadiyah 9 Malang City as a reference school for inclusion. Data collection techniques were carried out through interviews, observations, and documentation. The data analysis technique used an interactive model (Miles & Huberman) which included data reduction, data presentation, and conclusion drawing. Data validity was carried out through source and technique triangulation. The results showed that the implementation of the Merdeka Curriculum in schools was carried out adaptively, through the Individual Learning Program (PPI), pull-out strategies, and simplification of learning outcomes according to the needs of students with special needs. This adaptation has been proven to improve the social functioning of PDBK, as reflected in increased participation, social interaction, and self-confidence in learning activities. However, structural barriers are still found, including gaps in the competence of educators, limited numbers of Special Assistant Teachers (GPK), and facilities and infrastructure that are not yet fully disability-friendly. This study concludes that the Merdeka Curriculum has the potential to be a social policy instrument that supports the welfare of students, but its optimization requires strengthening the capacity of implementers, standardizing operations, and fulfilling facility support on an ongoing basis.