ABSTRACT
The Merdeka Curriculum is a curriculum development program that aims to
enhance the quality of education in Indonesia through a more contextualized,
inclusive, and student-centered approach (Kemendikbud, 2022). The present
study investigates the challenges faced by English teachers in implementing the
Merdeka curriculum at junior high schools. The objective of this study is to
identify and analyze the challenges associated with understanding the Merdeka
Curriculum, developing learning resources, implementing differentiated
instruction, assessment and evaluation, creating engaging learning media, and
integrating the Pancasila learner profile. A qualitative case study approach was
employed, with data gathered through questionnaires and semi-structured
interviews with English teachers who teach at schools that have implemented the
Merdeka Curriculum. This study involved three English teachers. The findings
indicate that teachers encounter significant challenges in each focus area,
including in understanding the Merdeka Curriculum, developing learning
resources, implementing differentiated instruction, assessment and evaluation,
creating engaging learning media, and integrating the Pancasila learner profile.
Keywords: Merdeka Curriculum, English Learning, Teacher Challenges