Investigating English teachers' perceptions of the implementation of Kurikulum Merdeka

Abstract

This study investigates English teachers’ perceptions of the implementation of Kurikulum Merdeka, a newly introduced curriculum reform in Indonesia. Employing a case study design, the research involved in-depth interviews with English teachers from various secondary schools in Banten Province. The results show that teachers' reactions range from optimism and gratitude for the curriculum's adaptability to worries about scarce resources, a lack of professional development, and the unclear operationalization of important concepts. Although educators recognize Kurikulum Merdeka's capacity to promote student independence and contextualized learning, many say they require more precise instructions, ongoing mentoring, and infrastructure assistance. These insights show how important it is to make sure that policy goals are in line with what happens in the classroom and to give teachers more control over their lessons by constantly boosting their skills.