English Teachers’ Perceptions on The Implementation of Kurikulum Merdeka at Senior High Schools

Abstract

This research investigates English teachers' perceptions of the implementation of Kurikulum Merdeka at senior high schools in Indonesia. Kurikulum Merdeka, a new curriculum framework, aims to empower teachers and students by providing flexibility and autonomy in the learning process. This study aims to uncover the challenges and opportunities faced by English teachers in adapting to this new curriculum, exploring their perspectives on its impact on teaching practices, student engagement, and overall learning outcomes. The research employs a qualitative approach, utilizing semi-structured interviews with English teachers from various senior high schools. The findings of this study will provide valuable insights into the implementation of Kurikulum Merdeka from the perspective of English teachers, highlighting areas for improvement and potential strategies to enhance its effectiveness. The research contributes to the ongoing discourse on curriculum reform in Indonesia, offering practical recommendations for policymakers and educators to ensure successful implementation of Kurikulum Merdeka and facilitate quality English language education in senior high schools.