THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ENGLISH LANGUAGE TEACHING AND LEARNING AT MAN 3 BLITAR

Muhtar, Andi (2025) THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ENGLISH LANGUAGE TEACHING AND LEARNING AT MAN 3 BLITAR. Undergraduate (S1) thesis, INSTITUT AGAMA ISLAM NEGERI KEDIRI.

	Text 21202012_prabab.pdf Download (801kB)
	Text 21202012_bab1.pdf Download (374kB)
	Text 21202012_bab2.pdf Download (487kB)
	Text 21202012_bab3.pdf Restricted to Registered users only Download (401kB)
	Text 21202012_bab4.pdf Restricted to Registered users only Download (459kB)
	Text 21202012_bab5.pdf Download (294kB)
	Text 21202012_daftarpustaka.pdf Download (334kB)
	Text 21202012_lampiran.pdf Download (1MB)
	Text 21202012_lembarpernyataanpersetujuanpublikasi.pdf Restricted to Repository staff only Download (188kB)

Abstract

Muhtar, Andi. 2025. The Implementation of the Merdeka Curriculum in English Language Teaching and Learning at MAN 3 Blitar. Thesis, English Department, Faculty of Tarbiyah, State Islamic Institute Kediri. Advisors: (1) Nur Afifi, M. App. Ling, PH. D. (2) Annisa Aulia Saharani, M. Pd. Keywords: Merdeka Curriculum, English Language Teaching and Learning, challenges, strategies The Merdeka curriculum is a curriculum that gives students and teachers the freedom to implement learning and teaching styles. Implementation of the Merdeka curriculum has the potential to stimulate motivation for students to enhance their English learning, thereby boosting their skills and creativity. The implementation of the Merdeka curriculum at the high school level has been successful, but various obstacles have been encountered, including educators' lack of training, suboptimal differentiated learning, and unchanged mindsets. This study aims to investigate the implementation of the Merdeka curriculum, the challenges encountered, and the strategies employed by teachers to overcome obstacles in English language teaching and learning at MAN 3 Blitar. This research employed a qualitative descriptive method, utilizing observation and interviews as the primary data collection methods. The observation was conducted to obtain data on the research problems. Meanwhile, the interview was used to gather in-depth information. Data analysis involved a thorough process of reviewing and assessing data, including observation records and interview transcripts. Data triangulation used the triangulation of theories and the triangulation of methods. The results of this study indicated that the implementation of the Merdeka curriculum in English language teaching and learning at MAN 3 Blitar was carried out using inquiry-based learning. However, the teaching and learning process did not fully adhere to the standard of inquiry-based learning strategies. Then, the teachers at MAN 3 Blitar had not implemented the three main elements in differentiated learning, including content differentiation, process differentiation, and product differentiation. This research found the challenges of the implementation of the Merdeka curriculum in English language teaching and learning at MAN 3 Blitar included; teachers did not discuss topics and learning resources before starting the lesson, the teachers needed to consider developing a more comprehensive and effective learning approach, the teachers need to consider implementing product differentiation, and the lack of student enthusiastic in learning. The strategies for overcoming the challenges were improving self-competence, collaborating with other teachers, utilizing technology, and creating a learning community.

Actions (login required)

View Item