Digital transformation has driven the use of technology as a crucial component in the implementation of the Merdeka Curriculum; however, its application in elementary schools in resource-constrained areas still faces various challenges. This study aims to evaluate the use of digital technology in the implementation of the Merdeka Curriculum in second-grade classrooms at SD Inpres Seringgu, Merauke, South Papua. The study employed a descriptive qualitative approach using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through observations, interviews, and documentation from eight purposively selected informants, including the principal, vice principal, teachers, and school staff/teachers. Data analysis was conducted interactively through data condensation, data presentation, and the drawing and verification of conclusions, with triangulation used to strengthen data validity. The results indicate that digital technology is highly relevant to learning needs; however, teacher readiness, device availability, and connectivity continue to limit its implementation. Technology has been utilized to support the delivery of content, learning activities, and assessment, although its use has not been consistent. Identified benefits include increased engagement, understanding, monitoring, and learning feedback. The study concludes that there is a gap between the relevance of digital technology and the capacity for its implementation. Strengthening infrastructure, connectivity, teacher competencies, collaborative learning, and institutional support is necessary to achieve more consistent and sustainable technology integration.