This study examines the perceptions of social studies teachers in implementing the Merdeka Belajar curriculum in public junior high schools in Sukun sub-district, Malang City. The research is a field study with a descriptive qualitative approach, involving 3 principals, 3 curriculum coordinators, 3 social studies teachers, and 3 students. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, presentation, storage, and verification techniques. The study highlights the importance of intensive socialization to all parties involved in the education unit level to ensure the effective implementation of the curriculum. Teachers' perceptions of the independent learning curriculum are influenced by several indicators, including their understanding of the curriculum, content reduction, constructivist learning, teaching experience, and educational background. However, several factors hinder the implementation of the Merdeka Belajar curriculum, such as insufficient socialization, teachers' lack of experience with technology, comfort with traditional teaching methods, limited references, and inadequate facilities and infrastructure. The study emphasizes the need for continuous socialization and training for teachers to effectively implement the Merdeka Belajar curriculum. Teachers are expected to be creative, innovative, and adaptable to modern learning environments to make learning enjoyable and effective. The research concludes that while teachers generally have positive perceptions of the curriculum, there are still challenges in its implementation, particularly in areas like technology integration and access to resources.This study examines the perceptions of social studies teachers in implementing the Merdeka Belajar curriculum in public junior high schools in Sukun sub-district, Malang City. The research is a field study with a descriptive qualitative approach, involving 3 principals, 3 curriculum coordinators, 3 social studies teachers, and 3 students. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, presentation, storage, and verification techniques. The study highlights the importance of intensive socialization to all parties involved in the education unit level to ensure the effective implementation of the curriculum. Teachers' perceptions of the independent learning curriculum are influenced by several indicators, including their understanding of the curriculum, content reduction, constructivist learning, teaching experience, and educational background. However, several factors hinder the implementation of the Merdeka Belajar curriculum, such as insufficient socialization, teachers' lack of experience with technology, comfort with traditional teaching methods, limited references, and inadequate facilities and infrastructure. The study emphasizes the need for continuous socialization and training for teachers to effectively implement the Merdeka Belajar curriculum. Teachers are expected to be creative, innovative, and adaptable to modern learning environments to make learning enjoyable and effective. The research concludes that while teachers generally have positive perceptions of the curriculum, there are still challenges in its implementation, particularly in areas like technology integration and access to resources.