This study investigates the impact of the Independent Curriculum implementation on student learning outcomes at the senior high school level in DKI Jakarta Province. Using a mixed-method approach, the research combines quantitative analysis of Minimum Competency Assessment (AKM) scores from 391 schools with qualitative data obtained through interviews with school principals and teachers. The comparative analysis between the 2013 Curriculum and the Merdeka Curriculum reveals that, descriptively, schools implementing the Merdeka Curriculum show higher percentages of improvement in literacy and numeracy scores. However, statistical tests, including the Mann-Whitney U test, indicate no significant difference in learning outcomes between the two curriculum models. The p-values for both literacy and numeracy exceed 0.05, and the rank-biserial correlation values are close to zero, suggesting a weak relationship between curriculum type and student performance. Further qualitative findings highlight three critical factors influencing learning outcomes: teacher competence, availability of educational infrastructure, and leadership support from school principals. These factors are found to have a more substantial impact on student achievement than curriculum type alone. The study concludes that curriculum reform must be accompanied by systemic improvements in teaching quality, resource allocation, and school leadership to effectively enhance educational outcomes. These findings offer valuable insights for policymakers and educators in designing holistic strategies for curriculum implementation.