Teachers' Challenges in Teaching English in Implementing of Merdeka Curriculum at SMP N 3 Muara Bungo

Abstract

The Merdeka Curriculum is designed to improve the quality of education in Indonesia by promoting flexibility, student-centered learning, and a competency-based approach. The implementation of this curriculum has posed significant challenges for teachers, especially in teaching English. Teachers are required to adapt to the diverse abilities of students, integrate new learning methods and technologies, and manage limited school facilities. The purpose of this study is to identify the challenges faced by English teachers at SMP Negeri 3 Bungo in implementing the Merdeka Curriculum, where these conditions create specific obstacles that make its effective implementation more challenging. This study used a descriptive qualitative method to understand the phenomenon under study in depth. The research participants were three English teachers at SMP N 3 Muara Bungo who had been using the Merdeka Curriculum for approximately three years. Data was collected through in-depth interviews with the teachers. This study used audio recordings. Data was collected through in-depth interviews with teachers. This study used audio recordings. Data analysis was conducted using thematic analysis techniques, which involved coding data to identify themes and sub-themes related to the challenges faced by teachers in the Merdeka Curriculum. The findings revealed the first challenge: a lack of understanding of the Merdeka Curriculum. Second, limitations in infrastructure and technology. Third, variations in student abilities. Fourth, diverse learning evaluations, which pose a challenge because student attitudes have not improved since the curriculum was implemented. Finally, administrative burdens and time constraints.