Unleashing Potential: The Role of Merdeka Curriculum in Transforming English Education
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Published:
Jul 31, 2025
Keywords:
English, Merdeka Curriculum, student engagement, teacher training
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Abstract
This study investigated the implementation of the Merdeka Curriculum in 10th-grade English classes in Musi Banyuasin, focusing on its impact on teaching techniques, assignment workload, and curriculum adaptability. Using a qualitative approach, data were collected through classroom observations and semi-structured interviews with English teachers. Findings indicated that interactive teaching methods, such as group discussions and Q&A sessions, enhanced student engagement, aligning with the curriculum’s objectives. However, teachers reported that the high volume of assignments led to “assignment fatigue” among students, impacting motivation and learning effectiveness. Additionally, teachers faced challenges in adapting lessons to the curriculum’s flexible framework, highlighting a need for support in curriculum adaptation. The study concluded that while the Merdeka Curriculum shows promise in fostering active, student-centered learning, adjustments in assignment volume and enhanced teacher training are essential for optimal implementation. These insights contribute to understanding the practical applications of the Merdeka Curriculum and suggest areas for improvement in English language education.
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How to Cite
Fitriani, F. (2025). Unleashing Potential: The Role of Merdeka Curriculum in Transforming English Education. International Journal of Curriculum Development, Teaching and Learning Innovation, 3(3), 101–109. Retrieved from https://trigin.pelnus.ac.id/index.php/Curriculum/article/view/203
References
Aminah, S., & Hadi, W. (2020). Teachers' perceptions on the implementation of the Merdeka Curriculum in Indonesia. International Journal of Education, 9(1), 33-45.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chandra, R., Sukma, D., & Santoso, W. (2021). Effective assignment strategies in student-centered learning: Balancing quantity and quality. Journal of Educational Strategies, 17(2), 78-91.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Effendi, M., Lubis, F., & Pratama, A. (2023). Curriculum reform and teacher adaptability: A study of the Merdeka Curriculum. Education Policy Review, 7(3), 121-135.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Garcia, M., & Francisco, D. (2021). Adapting to 21st-century learning in the Philippines: Professional development for teachers. Educational Reform Journal, 18(2), 104-120.
Hasan, R., & Pratiwi, D. (2020). Curriculum reforms in Indonesia: The case of the Merdeka Curriculum and English language learning. Asian Education Journal, 15(3), 91-102.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Kim, Y., & Lee, J. (2021). Student-centered learning in South Korea’s language classrooms. Journal of Language Education, 10(3), 45-58.
Kurniawan, D., & Wijaya, A. (2022). Teachers’ strategies in adapting to curriculum changes in Indonesia: The case of English language instruction. Indonesian Journal of Educational Studies, 14(2), 99-112.
Laitinen, A., Koskinen, P., & Järvinen, M. (2022). Flexible learning and student autonomy in Finnish schools: Lessons for curriculum design. Nordic Education Journal, 13(1), 29-45.
Mulyani, S., & Rahmawati, E. (2021). Impact of the Merdeka Curriculum on English language proficiency: Teachers’ perspectives. Linguistics and Education, 18(1), 47-56.
Nakajima, T. (2020). Reforms in Japanese language education: A shift toward communicative approaches. Journal of Asian Education Studies, 17(4), 62-74.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Putra, I., & Handayani, T. (2022). Exploring the effects of the Merdeka Curriculum on student learning outcomes in Indonesia. Educational Studies Journal, 14(1), 23-36.
Rahardjo, P., & Anggraini, M. (2021). Teachers and students’ experiences with the Merdeka Curriculum in Indonesia: Challenges and strategies. International Journal of Educational Reform, 13(2), 45-59.
Rahman, S., & Razak, N. (2021). Bilingual education and student engagement in Malaysia: Insights for curriculum reform. Journal of Bilingual Education Research, 11(2), 34-49.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Roberts, J., & Williams, P. (2021). Supporting teachers in flexible learning environments: Lessons from Canadian education reforms. Education in Practice, 24(1), 56-72.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Sari, L. (2021). Reforms in Indonesian education: A historical overview and future directions. Asian Journal of Education and Development, 19(4), 11-28.
Sato, M., & Storch, N. (2020). Collaborative writing in L2 classrooms. Multilingual Matters.
Sharma, R. (2021). The impact of manageable assignments on student motivation in India. South Asian Journal of Education, 14(3), 78-90.
Suharto, T., Ridwan, M., & Sulaiman, F. (2022). Curriculum innovation and student motivation in Indonesian education. Journal of Curriculum Studies, 16(2), 34-48.
Sutrisno, S., & Marpaung, M. (2021). Language learning in flexible curricula: Examining student engagement in the Merdeka Curriculum. Language Teaching Journal, 20(3), 80-89.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widyanto, D., Santoso, A., & Hartono, R. (2023). Student-centered learning in Indonesian schools: An analysis of the Merdeka Curriculum. Education Journal of Indonesia, 14(1), 92-105.
Yuliana, N., Hartini, L., & Rahmat, S. (2021). Professional development for curriculum adaptation: Challenges in implementing the Merdeka Curriculum. Indonesian Journal of Teacher Education, 13(3), 102-116.
Zulkarnain, M., & Ananda, R. (2020). Global trends in student-centered learning: Reflections on Indonesia’s Merdeka Curriculum. Educational Perspectives, 12(4), 43-60.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chandra, R., Sukma, D., & Santoso, W. (2021). Effective assignment strategies in student-centered learning: Balancing quantity and quality. Journal of Educational Strategies, 17(2), 78-91.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Effendi, M., Lubis, F., & Pratama, A. (2023). Curriculum reform and teacher adaptability: A study of the Merdeka Curriculum. Education Policy Review, 7(3), 121-135.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Garcia, M., & Francisco, D. (2021). Adapting to 21st-century learning in the Philippines: Professional development for teachers. Educational Reform Journal, 18(2), 104-120.
Hasan, R., & Pratiwi, D. (2020). Curriculum reforms in Indonesia: The case of the Merdeka Curriculum and English language learning. Asian Education Journal, 15(3), 91-102.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Kim, Y., & Lee, J. (2021). Student-centered learning in South Korea’s language classrooms. Journal of Language Education, 10(3), 45-58.
Kurniawan, D., & Wijaya, A. (2022). Teachers’ strategies in adapting to curriculum changes in Indonesia: The case of English language instruction. Indonesian Journal of Educational Studies, 14(2), 99-112.
Laitinen, A., Koskinen, P., & Järvinen, M. (2022). Flexible learning and student autonomy in Finnish schools: Lessons for curriculum design. Nordic Education Journal, 13(1), 29-45.
Mulyani, S., & Rahmawati, E. (2021). Impact of the Merdeka Curriculum on English language proficiency: Teachers’ perspectives. Linguistics and Education, 18(1), 47-56.
Nakajima, T. (2020). Reforms in Japanese language education: A shift toward communicative approaches. Journal of Asian Education Studies, 17(4), 62-74.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Putra, I., & Handayani, T. (2022). Exploring the effects of the Merdeka Curriculum on student learning outcomes in Indonesia. Educational Studies Journal, 14(1), 23-36.
Rahardjo, P., & Anggraini, M. (2021). Teachers and students’ experiences with the Merdeka Curriculum in Indonesia: Challenges and strategies. International Journal of Educational Reform, 13(2), 45-59.
Rahman, S., & Razak, N. (2021). Bilingual education and student engagement in Malaysia: Insights for curriculum reform. Journal of Bilingual Education Research, 11(2), 34-49.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Roberts, J., & Williams, P. (2021). Supporting teachers in flexible learning environments: Lessons from Canadian education reforms. Education in Practice, 24(1), 56-72.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Sari, L. (2021). Reforms in Indonesian education: A historical overview and future directions. Asian Journal of Education and Development, 19(4), 11-28.
Sato, M., & Storch, N. (2020). Collaborative writing in L2 classrooms. Multilingual Matters.
Sharma, R. (2021). The impact of manageable assignments on student motivation in India. South Asian Journal of Education, 14(3), 78-90.
Suharto, T., Ridwan, M., & Sulaiman, F. (2022). Curriculum innovation and student motivation in Indonesian education. Journal of Curriculum Studies, 16(2), 34-48.
Sutrisno, S., & Marpaung, M. (2021). Language learning in flexible curricula: Examining student engagement in the Merdeka Curriculum. Language Teaching Journal, 20(3), 80-89.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widyanto, D., Santoso, A., & Hartono, R. (2023). Student-centered learning in Indonesian schools: An analysis of the Merdeka Curriculum. Education Journal of Indonesia, 14(1), 92-105.
Yuliana, N., Hartini, L., & Rahmat, S. (2021). Professional development for curriculum adaptation: Challenges in implementing the Merdeka Curriculum. Indonesian Journal of Teacher Education, 13(3), 102-116.
Zulkarnain, M., & Ananda, R. (2020). Global trends in student-centered learning: Reflections on Indonesia’s Merdeka Curriculum. Educational Perspectives, 12(4), 43-60.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.