An Analysis of Teacher’s Strategies in Teaching Reading Comprehension in Merdeka Curriculum at MA YTP Kertosono

Mubarok, Moh. Nur Ali (2025) An Analysis of Teacher’s Strategies in Teaching Reading Comprehension in Merdeka Curriculum at MA YTP Kertosono. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Reading comprehension is a fundamental skill crucial for students’ academic achievement across various subjects. The Merdeka Curriculum, recently implemented in Indonesia, promotes student-centred learning and encourages teachers to apply innovative teaching strategies such as Problem-Based Learning (PBL). However, adapting to this curriculum poses challenges, especially for teachers transitioning from traditional, teacher-centred approaches. This research employed a qualitative descriptive method. Data were collected through classroom observations, semi-structured interviews, and document analysis. The subject of the research was a single English teacher with direct experience in implementing the curriculum. Observations focused on classroom interaction and instructional delivery, while interviews explored the teacher’s reasoning, challenges, and adaptation efforts. Document analysis supported the data with additional insights from lesson plans and assessment tools. The data were analyzed using thematic analysis to identify patterns and themes relevant to teaching strategy and curriculum adaptation. The findings reveal that the teacher exclusively used the Problem-Based Learning (PBL) strategy. This approach was implemented in five stages: problem identification, organizing learning activities, investigation, presentation, and evaluation. The use of PBL successfully enhanced student engagement and fostered critical thinking skills, as seen in active participation and satisfactory post-test scores. However, the teacher faced challenges such as students’ low confidence, uneven reading proficiency, and difficulty adapting to student-centred learning. To overcome these issues, scaffolding strategies and structured materials were applied. The study concludes that while PBL is aligned with the Merdeka Curriculum’s goals, its success depends on adequate support, student readiness, and ongoing professional development for teachers.

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