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1. TEACHER PERCEPTION ON THE IMPLEMENTATION OF MERDEKA CURRICULUM IN
ENGLISH LEARNING INSTRUCTION AT MTS N 13 BOYOLALI IN THE ACADEMIC YEAR
2023
Niken Mahesi - 206121056
Thesis Advisor
Wildan Mahir Muttaqin,MA TESL

2. BAB III
BAB II
BAB I
Background of
study
Identification of
the problem
Research
objectives
Background of study
Curriculum is one aspect of education that must always be developed,
updated, and improved over time. In the context of implementing a new curriculum,
teachers play an important role as educators who are responsible for providing and
translating the policies contained in the curriculum. Changes in the curriculum will have an
impact on various aspects, including students, government, learning, and teachers as the
primary providers in the teaching and learning process in the classroom, as well as in the
implementation of changes to the Merdeka Belajar curriculum.
The concept of Merdeka belajar curriculum provides freedom for teachers to
choose and organize the flow of learning in the classroom according to certain criteria that
they understand in accordance with the conditions of the class and its students. However,
the implementation of this merdeka belajar curriculum requires the identification of
inhibiting and supporting factors in the learning process, especially in English language
learning at Mts N 13 Boyolali. Therefore, this research aims to identify the perceptions of
some English language teachers on the implementation of the merdeka belajar curriculum
at Mts N 13 Boyolali, as well as to identify the general concepts, implementation of the
curriculum, and factors that may be indicated as inhibitors or supporters in the
implementation of the merdeka belajar curriculum at Mts N 13 Boyolali.

3. BAB III
BAB II
BAB I
Background of
study
Identification of
the problem
Research
objectives
The problem being addressed in this research is the teachers' perception of
the implementation of the Merdeka Curriculum in English learning instruction,
Merdeka Curriculum is a new curriculum introduced by the Indonesian government,
which aims to provide a more holistic and contextual learning approach for
students, however on the implementation of this curriculum may also facing many
kind of obstacles and may not be aligned with the needs and expectations of
teachers who are responsible for delivering the curriculum. This may result in a gap
between the intended learning outcomes and the actual learning outcomes achieved
by students. Therefore, it is crucial to understand the teachers' perceptions of the
implementation of the Merdeka Curriculum in English learning instruction to
identify any challenges or issues faced by teachers and to find ways to address
them.
Identification of the Problem

4. BAB III
BAB II
BAB I
Background of
study
Identification of
the problem
Research
objectives
The objectives of this study are to investigate various aspects on the
implementation of the Merdeka Curriculum in English language instruction
by the english teacher’s perception.
Research objectives

5. BAB III
BAB I BAB II
Theoritical
review
Main
Concept
In order to explore more deeply in this research, the researcher tend to be focused on the
social learning theory by Albert Bandura (1997) which suggests that individuals learn by observing
the behavior of others and the consequences of that behavior. In addition, teachers' past experiences
with similar curriculum may also influence their perceptions and willingness to implement the
Merdeka curriculum. Especially If they had positive experiences with similar curriculum and
provide some crucial information in the past, they may be more likely to embrace the new
curriculum. As a result the social learning theory can provide insights into the ways in which
teachers' perceptions of the Merdeka curriculum are influenced by their observations in past
experiences.
Theoritical Review

6. BAB III
BAB I BAB II
Theoritical
Review
Main
Concept
The Merdeka Belajar Curriculum is a
learning approach concept that integrates
multiple disciplines to provide students with
meaningful and comprehensive learning
experiences. According to suryani (2021)
The Merdeka Belajar Curriculum can be a
means to build strong, creative, and
innovative student characters through
personality development-oriented learning.
In this regard, the implementation of
the Merdeka Curriculum is part of efforts to
improve the quality of education in
Indonesia. Aligned with the implementation
of the Merdeka Belajar curriculum, the role
of a teacher is essential as a curriculum
translator and facilitator of learning activities
in the classroom.
In this research, teachers' perspectives
on the implementation of the Merdeka
Belajar curriculum are also crucial as an
evaluation and reference for improving the
quality of education, especially at the
teaching level.
In English language learning or
instruction adapted from the
implementation of the Merdeka Belajar
curriculum, there are strengths and
weaknesses from various perspectives,
including students, teachers, the
government, and other stakeholders.
However, this research will mainly focus
on the teacher's perspective on the
implementation of the Merdeka Belajar
curriculum, especially in English language
learning instruction.
Main Concept

7. BAB I BAB II BAB III
Research design
Population
Sample
Technique of
Collecting the Data
Technique of
Analyzing the Data
Research Design
The research design in this study is a qualitative research design
because this study focus on exploring and analyzing some English
teachers' perceptions on the implementation of the Merdeka
Curriculum in their teaching practices.

8. BAB I BAB II BAB III
Research
Method
Population
Sample
Technique of
Collecting the
Data
Technique of
Analyzing the
Data
Some English
teacher’s perception on
the implementation of
Merdeka Belajar
curriculum at Mts N
13 Boyolali.
Population

9. BAB I BAB II BAB III
Research
Method
Population
Sample
Technique of
Collecting the
Data
Technique of
Analyzing the
Data
English Teachers at Mts N 13 Boyolali
Sample

10. BAB I BAB II BAB III
Research
Method
Population
sampel
Technique of
Collecting the
Data
Technique of
Analyzing the
Data
Interview
Observation
1
2
Technique of Collecting the Data

11. BAB I BAB II BAB III
Research
Method
Population
Sample
Technique of
Collecting the
Data
Technique of
Analyzing the
Data
1. Data
preparation
2. Data reduction 3. Data
display
Technique of Analyzing the Data
4. Drawing
conclusion and
verification
5. Reporting and
reflection

12. THANK YOU
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