TEACHERS’ PERSPECTIVES ON THE MERDEKA CURRICULUM IMPLEMENTATION IN ENGLISH LANGUAGE LEARNING AT JUNIOR HIGH SCHOOL LEVEL

Abstract

This study aimed to explore English teachers’ perspectives on the implementation of the Merdeka Curriculum in junior high schools and to identify the challenges they faced in practice. Using a qualitative descriptive design, data were collected from five English teachers across two junior high schools through classroom observations, questionnaires, and interviews. The findings reveal that teachers generally have positive perspectives of the curriculum implementation, appreciating its flexibility, support for innovative teaching, and the opportunity to adopt a more facilitative role in the classroom. Teachers were found to implement student-centered methods, utilize digital tools, and create interactive learning environments. Despite these positive perspectives, challenges remain, including limited resources, time constraints, difficulties in implementing differentiated learning, varying student proficiency levels, and the need for ongoing professional development. The study concludes that while teachers support the curriculum’s objectives, sustainable and effective implementation requires stronger institutional support, sufficient resources, and continuous professional training.

Keywords: curriculum implementation, teacher perspectives, English language learning, junior high school, Merdeka Curriculum