Abstract:
This study explores English teachers’ strategies and challenges in implementing
the Merdeka Curriculum in Indonesian secondary schools. Grounded in a
qualitative descriptive design, the research aims to capture teachers’ voices as
they interpret and adapt curriculum principles in real classroom context. Data
were collected through semi-structured interviews and document analysis
involving English teachers with varying levels of experience. The findings reveal
that while most teachers demonstrate a moderate understanding of the Merdeka
Curriculum, its practical implementation remains inconsistent. Teachers tend to
combine Communicative Language Teaching (CLT) with traditional grammar
based approaches, while the application of Project-Based Learning (PBL) and
differentiated instruction is still limited. Several key challenges were identified,
including time constraints, limited resources, minimal institutional support, and
diverse student competencies. These challenges contribute to a gap between
curriculum ideals and classroom practices. To address these issues, teachers
employ adaptive strategies such as peer collaboration, utilization of digital tools,
and simplification of assessment methods. The discussion highlights that teachers’
voices reflect both enthusiasm for innovation and frustration with systemic
barriers. The study concludes that successful implementation of the Merdeka
Curriculum requires not only teacher adaptability but also continuous professional
development, structured support systems, and collaborative learning
environments. This research contributes to a deeper understanding of curriculum
enactment and offers practical insights for improving English language teaching
practices within the Merdeka Curriculum framework.
