Evaluation of the implementation of the operational curriculum of the education unit (KOSP) of the school mover of Indonesian language subject in grade 7 SMP Negeri 2 Wanggarasi Pohuwato District, Indonesia

This study examines the implementation of the Kurikulum Operasional Satuan Pendidikan (KOSP) for Bahasa Indonesia in Grade 7 at SMP Negeri 2 Wanggarasi, a participant in the Kurikulum Merdeka reform initiative in Indonesia. The study aims to evaluate how KOSP facilitates curriculum alignment, instructional practices, and assessment strategies while identifying challenges and proposing actionable solutions. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and document analysis to provide an in-depth understanding of curriculum implementation in a real-world educational context. The findings reveal progress in adopting student-centered and project-based learning methods, fostering critical thinking and creativity among students. However, challenges persist, including limited digital literacy among teachers, inconsistent assessment practices, and insufficient resource alignment with curriculum objectives. The integration of technology and the Pelajar Pancasila profile into instruction was uneven, highlighting the need for enhanced professional development and institutional support. This study contributes to the growing body of knowledge on curriculum reform by offering localized insights into the operationalization of the Kurikulum Merdeka. It underscores the importance of teacher readiness, resource accessibility, and collaborative practices in achieving successful implementation. The findings have implications for policymakers and educators and point to future research exploring scalable strategies to address these challenges.