English Teacher’s Strategies And Challenges In Implementing Merdeka Curriculum At Islamic High Schools Kediri

Billa, Shalsa (2025) English Teacher’s Strategies And Challenges In Implementing Merdeka Curriculum At Islamic High Schools Kediri. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Billa, Shalsa. 2025. English Teacher’s Strategies and Challenges in Implementing Merdeka Curriculum at Islamic High Schools Kediri. Thesis. Department of English Language Education, Faculty of Tarbiyah, State Islamic Institute (IAIN) of Kediri. Advisor: (I) Nur Afifi, M.App.Ling., Ph.D. (II) Renita Donasari, M.Pd. Keywords: Challenge, English Teacher, Merdeka Curriculum, Solution, Teaching Strategy. The implementation of Merdeka Curriculum encourages educators to carry out teaching methods that are more adaptive, student-oriented, and flexible according to individual needs. In this case, English teachers at Islamic High Schools Kediri must create teaching approaches that are not only creative but also appropriate to the situation in the classroom. This study aims to describe the methods used by teachers in implementing Merdeka Curriculum, recognize the challenges that arise in classroom management, and formulate solutions applied by teachers to overcome these challenges. This research uses a qualitative approach with a case study method. Data were collected through in-depth interviews, classroom observations, and documentation. The data were analyzed thematically by following the six steps of thematic analysis proposed by Braun and Clarke (2006), to explore patterns of learning strategies, types of challenges in classroom management, and how teachers deal with these problems, and validated through triangulation of data sources to ensure the validity of the finding. The subjects in this study were three English teachers from several Islamic High Schools in Kediri who have implemented Merdeka Curriculum in their learning process. The results show that teachers use various strategies, including innovative methods such as Genre-Based Approach and Project-Based Learning (PJBL), different learning for each individual, active participation, the use of digital media, and flexible assessment. Various challenges that arise include fewer active students, unsupportive behavior, differences in academic ability levels, and role conflicts due to non-academic activities. To overcome these, teachers apply appropriate, adaptive, and collaborative classroom management, such as establishing emotional relationships, adjusting methods and materials, providing substitute assignments, establishing consistent but flexible classroom rules, collaborating with counseling guidance teachers, encouraging peer learning, and applying best practices, such as the use of jigsaw methods, humor, technology, and lottery systems as a form of professional reflection on student needs and issues. In conclusion, a success in implementing Merdeka Curriculum depends on teachers' ability to adjust teaching and classroom management strategies in a way that is reflective, professional and supportive of students' needs.

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