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Teachers Perceptions Of The Merdeka Curriculum’s Effects On English Proficiency Of Students

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 4 (2025) · pp. 1246–1254

DOI
10.34050/els-jish.v8i4.47609
ISSN
2621-0835, 2621-0843
Published
2025-12-17
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study aims to explore English teachers’ perceptions of the Merdeka Curriculum and to examine its perceived impact on students’ English proficiency at SMPN 2 Palu. Specifically, the study seeks to understand how the implementation of the Merdeka Curriculum influences classroom practices, student engagement, and language learning outcomes, as well as to identify the challenges faced by teachers during its implementation. Employing a qualitative phenomenological approach, this research investigated the experiences of three English teachers who had implemented the curriculum for more than one year. Data were collected through semi-structured interviews and triangulated with students’ midterm English examination scores to enhance the validity of the findings. The results indicate that teachers perceive the Merdeka Curriculum as beneficial in promoting student-centered learning, increasing students’ speaking confidence, and encouraging collaborative learning. Nevertheless, several challenges were reported, including limited technological resources and difficulties in shifting from traditional teaching approaches. To address these issues, teachers adopted strategies such as differentiated instruction and peer tutoring. This study provides valuable insights into the influence of curriculum reform on English language teaching and offers recommendations for improving teacher training, resource availability, and curriculum implementation strategies.

Keywords

Collaboration network of the authors

40 authors · 104 co-authorship links · 40 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Tadulako University
  • Universitas Muhammadiyah Prof Dr Hamka
  • State University of Makassar
  • IKIP Siliwangi
  • STKIP Taman Siswa Bima
  • Universitas Syiah Kuala
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Andi PatmasariTadulako University4
Mafulah MafulahAffiliation unknown4
Sufyani PrabawantoIndonesia University of Education3
Mochtar MarhumTadulako University3
Wahyu HidayatIKIP Siliwangi2
Tatang HermanIndonesia University of Education2
Mashuri MashuriTadulako University2
Melisa MelisaTadulako University2
Wildan Zahen Da'imTadulako University2
Hastini HastiniTadulako University2
Ita FitriatiSTKIP Taman Siswa Bima1
Ilyas IlyasUniversitas Syiah Kuala1
Muchamad Subali NotoUniversitas Swadaya Gunung Jati1
Samsul MaarifUniversitas Muhammadiyah Prof Dr Hamka1
Herri MulyonoUniversitas Muhammadiyah Prof Dr Hamka1
Dian CahyawatiSriwijaya University1
Jozua SabandarIndonesia University of Education1
Jarnawi Afgani DahlanIndonesia University of Education1
Johannis Takaria‬Universitas Pattimura1
Rahman RahmanUniversitas Halu Oleo1
Sani AryantoUniversitas Bhayangkara Jakarta Raya1
Dindin Abdul Muiz LidinillahIndonesia University of Education1
Didi SuryadiIndonesia University of Education1
Dadan DasariIndonesia University of Education1
Lukman LukmanIndonesia University of Education1
Turmudi TurmudiIndonesia University of Education1
Aya Shofia MaulidaIndonesia University of Education1
Elah NurlaelahIndonesia University of Education1
Ginda Maruli Andi SiregarIndonesia University of Education1
Muhammad Ghiyats RistianaIndonesia University of Education1
Nurjanah NurjanahIndonesia University of Education1
Hasanuddin HasanuddinState University of Makassar1
Syahruddin SyahruddinState University of Makassar1
Konder ManurungTadulako University1
Nur Zam ZamiaTadulako University1
Tribuana PuspitasariTadulako University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Teachers Perceptions Of The Merdeka Curriculum’s Effects On English Proficiency Of Students</dc:title>
	<dc:creator xml:lang="en">Apriana Lago, Uun</dc:creator>
	<dc:creator xml:lang="en">Darmawan, Darmawan</dc:creator>
	<dc:creator xml:lang="en">Ma’fulah, Ma’fulah</dc:creator>
	<dc:creator xml:lang="en">Wahyudin, Wahyudin</dc:creator>
	<dc:subject xml:lang="en">Merdeka Curriculum</dc:subject>
	<dc:subject xml:lang="en">teacher perceptions</dc:subject>
	<dc:subject xml:lang="en">English proficiency</dc:subject>
	<dc:subject xml:lang="en">curriculum implementation</dc:subject>
	<dc:subject xml:lang="en">secondary education</dc:subject>
	<dc:description xml:lang="en">This study aims to explore English teachers’ perceptions of the Merdeka Curriculum and to examine its perceived impact on students’ English proficiency at SMPN 2 Palu. Specifically, the study seeks to understand how the implementation of the Merdeka Curriculum influences classroom practices, student engagement, and language learning outcomes, as well as to identify the challenges faced by teachers during its implementation. Employing a qualitative phenomenological approach, this research investigated the experiences of three English teachers who had implemented the curriculum for more than one year. Data were collected through semi-structured interviews and triangulated with students’ midterm English examination scores to enhance the validity of the findings. The results indicate that teachers perceive the Merdeka Curriculum as beneficial in promoting student-centered learning, increasing students’ speaking confidence, and encouraging collaborative learning. Nevertheless, several challenges were reported, including limited technological resources and difficulties in shifting from traditional teaching approaches. To address these issues, teachers adopted strategies such as differentiated instruction and peer tutoring. This study provides valuable insights into the influence of curriculum reform on English language teaching and offers recommendations for improving teacher training, resource availability, and curriculum implementation strategies.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-12-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/47609</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i4.47609</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 4 (2025): DECEMBER; 1246-1254</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/47609/13886</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Uun Apriana Lago, Darmawan, Ma’fulah, Wahyudin</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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