This study analyzes the perceptions of social studies teachers in implementing the Merdeka Belajar curriculum in public junior high schools in Sukun sub-district, Malang City, specifically SMP Negeri 12 Malang, SMP Negeri 15 Malang, and SMP Negeri 17 Malang. The research used a qualitative descriptive approach, with data collected from 3 principals, 3 curriculum coordinators, 3 social studies teachers, and 3 students through observation, interviews, and documentation. Data analysis involved reduction, presentation, storage, and verification. The findings highlight the importance of intensive socialization for all stakeholders in the education unit to ensure effective curriculum implementation. Key indicators of social studies teachers' perceptions include their understanding of the independent curriculum, content reduction, constructivist learning, teaching experience, and educational background. Obstacles in implementing the Merdeka Belajar curriculum include lack of curriculum socialization, inexperience with technology, comfort with traditional teaching methods, limited references, and inadequate facilities. The study emphasizes the need for continuous training and support for teachers to adapt to the new curriculum, which requires creativity, innovation, and the ability to adapt to modern times. The curriculum aims to develop students' knowledge, understanding, skills, values, attitudes, and interests, enabling them to perform tasks in various contexts. The study concludes that teacher readiness is crucial for successful implementation of the Merdeka Belajar curriculum. The research also highlights the need for better socialization and training for teachers to effectively implement the curriculum.This study analyzes the perceptions of social studies teachers in implementing the Merdeka Belajar curriculum in public junior high schools in Sukun sub-district, Malang City, specifically SMP Negeri 12 Malang, SMP Negeri 15 Malang, and SMP Negeri 17 Malang. The research used a qualitative descriptive approach, with data collected from 3 principals, 3 curriculum coordinators, 3 social studies teachers, and 3 students through observation, interviews, and documentation. Data analysis involved reduction, presentation, storage, and verification. The findings highlight the importance of intensive socialization for all stakeholders in the education unit to ensure effective curriculum implementation. Key indicators of social studies teachers' perceptions include their understanding of the independent curriculum, content reduction, constructivist learning, teaching experience, and educational background. Obstacles in implementing the Merdeka Belajar curriculum include lack of curriculum socialization, inexperience with technology, comfort with traditional teaching methods, limited references, and inadequate facilities. The study emphasizes the need for continuous training and support for teachers to adapt to the new curriculum, which requires creativity, innovation, and the ability to adapt to modern times. The curriculum aims to develop students' knowledge, understanding, skills, values, attitudes, and interests, enabling them to perform tasks in various contexts. The study concludes that teacher readiness is crucial for successful implementation of the Merdeka Belajar curriculum. The research also highlights the need for better socialization and training for teachers to effectively implement the curriculum.