The Implementation of Merdeka Belajar Curriculum: Teachers’ Perception

Authors

  • Ulfa Lifia Bahri Universitas Islam Negeri Sumatera Utara, Indonesia
  • Sholihatul Hamidah Daulay Universitas Islam Negeri Sumatera Utara, Indonesia

DOI:

https://doi.org/10.29240/ef.v8i1%20May.10120

Keywords:

Implementation, Merdeka Belajar Curriculum, High School

Abstract

The reason for this consideration is to find out and get information about the issue and conceivable course of action utilization of the Merdeka Belajar Curriculum in Pematang Siantar Junior High Schools. The methodology utilized in this study is qualitative, which depicts the state of the subject and the data obtained in the midst of discernment and questions so that it becomes important information and is viably caught on by readers. The majority of this opinion was criticized by teachers regarding a course of action, requiring books, outreach from the government, and teachers' need to understand the Merdeka Belajar Instructive modules. The conceivable course of action was for the teacher to reflect and survey and, after that, ask for advice from teachers, companions, and the deputy head of the instructive programs so that they were better orchestrated to go up against the Merdeka Belajar Curriculum. Schools must complete a package book included in the Merdeka Belajar Curriculum, and the government must increase the socialization of the Merdeka Belajar Curriculum.

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Author Biographies

Ulfa Lifia Bahri, Universitas Islam Negeri Sumatera Utara

English Education Department

Sholihatul Hamidah Daulay, Universitas Islam Negeri Sumatera Utara

English Education Department

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Published

2024-05-31

How to Cite

Bahri, U. L., & Daulay, S. H. (2024). The Implementation of Merdeka Belajar Curriculum: Teachers’ Perception. ENGLISH FRANCA : Academic Journal of English Language and Education, 8(1), 133–142. https://doi.org/10.29240/ef.v8i1 May.10120

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Vol. 8 No. 1 (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provides scientific manuscripts of research results in the field of English Language and Education. This issue has been available online since 31th May 2024. All articles in this issue (19 original research articles) were authored/co-authored by 55 authors from 19 affiliations and 5 countries (Indonesia, Srilanka, India, Armenia, Iraq, and Malaysia)

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