English Teacher’s Perspectives and Challenges of Implementation Merdeka Curriculum in Rural Settings

Abstract

Merdeka Curriculum is the recent curriculum used by educational institutions in Indonesia. However, the curriculum implementation presents varying experiences and challenges, especially in rural settings where resources and training opportunities are limited. This study aims to explore an English teacher’s perspectives and challenges in implementing the Merdeka Curriculum in a rural school setting. By using a qualitative case study approach, the research was conducted at one of the rural junior high schools in Seluma, Bengkulu Province, where the new curriculum began to be applied in 2024. Data were collected through semi-structured interviews with the only English teacher in the school, selected purposively due to her direct involvement with the curriculum. The findings revealed that the teacher has positive perspectives about the Merdeka Curriculum, which appreciates its flexibility, emphasis on student-centered learning, and support for differentiated instruction. In addition, the teacher also faced several challenges, including limited infrastructure, high preparation demands, and a lack of continuous training, especially in rural areas with poor internet access. Despite these challenges, the teacher showed creativity and adaptability by using local resources and peer collaboration with other teachers. This study highlights the importance of providing support and professional development to help rural teachers implement the Merdeka Curriculum effectively