ENGLISH TEACHERS’ VOICES ON CURRICULUM CHANGE AND IMPLEMENTATION OF THE MERDEKA CURRICULUM IN RURAL JUNIOR HIGH SCHOOLS IN INDONESIA
Abstract
Curriculum changes are crucial in modern education to adapt to society's needs and technological advancements. Yet, rushed or poorly considered alterations might disrupt education's flow and harm students' learning and progress. Hence, this study explores rural Junior High School English teachers' voices on curriculum changes and the Merdeka curriculum implementation regarding curriculum aspects. Employing a qualitative approach with a case study design, five English teachers from rural schools in Bengkulu Province, Indonesia, were selected purposively. Semi-structured interviews were carried out to collect data and those data were analyzed using an interactive model. The findings of this study indicate teachers' positive reception to curriculum changes, benefiting both students and educators. The Merdeka Curriculum's implementation fulfilled various aspects, such as goals, resources, and teaching methods, yet encountered hurdles, like inadequate facilities, assessment system awareness, and learning module development. Despite successes, teachers expressed the necessity for training and workshops to effectively integrate the Merdeka curriculum into their teaching practices. In conclusion, rural English educators exhibit optimism toward the Merdeka Curriculum, appreciating its advantages while acknowledging challenges related to resource scarcity and the need for enhanced training in curriculum execution.
Keywords
Full Text:
PDFReferences
Art-in, S. (2014). The development of teacher training curriculum on learning management to develop students’ analytical thinking in Thailand. Procedia - Social and Behavioral Sciences, 116(January), 939–945. https://doi.org/10.1016/j.sbspro.2014.01.324
Baş, G., & Senturk, C. (2019). Teachers ’ voice : Teacher participation in curriculum development process. I.E. Inquiry in Education, 11(1), 1–31.
Cohen, A., Kalimi, S., & Nachmias, R. (2013). The use of digital repositories for enhancing
teacher pedagogical performance. Interdisciplinary Journal of E-Skills and Lifelong Learning, 9(March), 201–218. https://doi.org/10.28945/1926
Cresswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Damayanti, G. A., & Muhroji, M. (2022). The Difficulties of Elementary School Teacher in Developing Thematic Learning Tools for the Merdeka Curriculum. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 703. https://doi.org/10.33394/jk.v8i3.5770
Djafar, H., Wahid, J. H., Malik, H., Rahman, A., Syahrul, N., Raza Isdendi, R., & Saputra, N. (2023). The curriculum changes impact on the school and English learning process in Senior High Schools at rural area North Maluku. Journal of Namibian Studies, 34, 2197–5523.
Fauzan, F., Mawardi, M., & Suryani, O. (2023). Development of teaching materials to support Merdeka curriculum learning on basic law of chemistry phase E. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 11(3), 743. https://doi.org/10.33394/j-ps.v11i3.8157
Ilham, I. (2022). Implementing project-based Learning for EFL students’ writing chievement at the tertiary level. English Review: Journal of English Education, 10(3), 1003–1012. https://doi.org/10.25134/erjee.v10i3.6470
Kamila, S. N., & Agus RM, A. H. (2023). Implementation of Merdeka Curriculum in improving the quality of Senior High School. Jurnal Educatio FKIP UNMA, 9(1), 394– 401. https://doi.org/10.31949/educatio.v9i1.4591
Ke, Q., Lin, J., Ma, X., & Bao, T. (2022). Construction direction and development path of digital educational resources in the era of new educational infrastructure construction. Frontiers of Education in China, 17(4), 510–534. https://doi.org/10.3868/s110-007- 022-0022-1
Latif, N., Dollah, S., & Weda, S. (2020). Exploring the implementation of student-centered approach: A case study of EFL teachers’ classroom management in junior high school. S1 Thesis, UNIVERSITAS NEGERI MAKASSAR. http://eprints.unm.ac.id/16457/
Lestari, N. A. P. (2023a). Analysis of 2013 curriculum problems so it is changed into a Merdeka curriculum. Jurnal Pendidikan Dasar Nusantara, 8(2), 263–274. https://doi.org/10.29407/jpdn.v8i2.19229
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-
Miles, M. B., Huberman, A. M., & Johnny, S. (2014). Qualitative Data Analysis: An E Methods Sourcebook (3rd ed.). Sage Publication, Inc.
Mwanza, C., & Mkandawire, S. B. (2020). From curriculum guide to classroom practice: Teachers’ of English language narratives of the 2013 revised curriculum implementation in Zambia. Multidisciplinary Journal of Language and Social Sciences Education, 3(2), 193–215.
Nakita, I. T., Sari, D. Y., & Rahma, F. (2022). Pemahaman guru dalam proses penilaian perkembangan anak usia dini. PERNIK : Jurnal Pendidikan Anak Usia Dini, 5(2), 25– 37. https://doi.org/10.31851/pernik.v5i2.7910
Patekur, P., Wulandari, T. S. H., & Panggabean, C. I. T. (2022). The teachers’ perception and attitude on curriculum changes in Indonesia toward high school biology learning in lamongan regency. International Journal of Education Research and Development, 2(1), 1–10. https://doi.org/10.52760/ijerd.v2i1.23
Prastikawati, E. F., Wiyaka, W., & Adi, A. P. K. (2020). Online backchannel as a formative assessment in improving writing skills. Journal on English as a Foreign Language, 10(2), 359–384. https://doi.org/10.23971/jefl.v10i2.2044
Putri, R. N., Elifia, Ayu, L. K., & Setiyono, J. (2023). Analisis motivasi dan minat siswa dalam pembelajaran menggunakan Kurikulum Merdeka Belajar pada SMA Negeri 3 Bojonegoro. Prosiding Seminar Nasional Daring UKM Mahasiswa Jurnalistik IKIP PGRI Bojonegoro, 9–19.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Riyadi, L., & Budiman, N. (2023). Capaian pembelajaran seni musik pada Kurikulum Merdeka sebagai wujud merdeka belajar. Musikolastika: Jurnal Pertunjukan Dan Pendidikan Musik, 5(1), 40–50. https://doi.org/10.24036/musikolastika.v5i1.104
Rohimajaya, N. A., Hartono, R., Yuliasri, I., & Fitriati, W. (2022). Kurikulum 2013 dan Kurikulum Merdeka dalam perkembangan bahasa Inggris untuk SMA di era digital: Sebuah analisis konten. Prosiding Seminar Nasional Pascasarjana, ISSN 26866(http://pps.unnes.ac.id/pps2/prodi/prosiding-pascasarjana-unnes), 825–829.
Rohmah, A. N., Sari, I. J., Rohmah, N. L., Syafira, R., Fitriana, F., & Admoko, S. (2023). Implementation of the “Merdeka Belajar” Curriculum in the Industrial 4.0 Era. International Journal of Research and Community Empowerment, 1(1), 22–28. https://doi.org/10.58706/ijorce.v1n1.p22-28
Saifulloh, A. (2014). The role of the teacher in curriculum development. Jurnal At-Ta’dib, 9(1), 35–48. https://doi.org/10.1002/sce.3730600108
Sari, A. A. (2023). The Implementation of Merdeka Curriculum In English Teaching Learning at The Seventh Grade of Smpit Insan Mulia Surakarta In The Academic Year 2022/2023 [UIN Raden Mas Said Surakarta]. In UIN Raden Mas Said Surakarta
Satyarini, P. N., Padmadewi, N. N., & Santosa, M. H. (2022). The implementation of teaching English using differentiated instruction in Senior High School during Covid-19 pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 46–52. https://doi.org/10.23887/jpbi.v10i1.49840
Setiawan, R., Syahria, N., Andanty, F. D., & Nabhan, S. (2022). Pengembangan modul ajar Kurikulum Merdeka mata pelajaran bahasa Inggris SMK Kota Surabaya. Jurnal Gramaswara, 2(2), 49–62. https://doi.org/10.21776/ub.gramaswara.2022.002.02.05
Siregar, M., Anggara, A., Faraiddin, M., & Syafridah, N. (2023). Pelatihan mandiri Kurikulum Merdeka Belajar dengan pemanfaatan platform merdeka mengajar di satuan pendidikan. Jurnal Penelitian, Pendidikan Dan Pengajaran: JPPP, 4(1), 1–4. https://doi.org/10.30596/jppp.v4i1.13392
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R & D. Alfabeta, CV.
Sunarni, S., & Karyono, H. (2023). Persepsi Guru Terhadap Implementasi Kurikulum Merdeka Belajar di Sekolah Dasar. Journal on Education, 5(2), 1613–1620. https://doi.org/10.31004/joe.v5i2.796
Sutomo, N., Sarosa, T., & Asrori, M. (2021). Project-based learning (PBL) for teaching English in SMA. Proceedings of the 5th International Conference on Arts Language and Culture (ICALC 2020), 534(534), 142–146. https://doi.org/10.2991/assehr.k.210226.059
Tanjung, P. A., & Ashadi, A. (2019). Differentiated instruction in accommodating individual differences of EFL Students. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 6(2), 63–72. https://doi.org/10.22219/celtic.v6i2.9941
DOI: http://dx.doi.org/10.29300/ling.v9i2.2630
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Linguists : Journal Of Linguistics and Language Teaching
Pusat Publikasi - Lembaga Penelitian & Pengabdian Masyarakat (LPPM)
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website : https://uinfasbengkulu.ac.id/
Email : linguists@mail.uinfasbengkulu.ac.id
Abstracting and Indexing by:
