Vol. 7, No.

3; December 2023
E-ISSN 2579-7484
Pages 640-651
DOI: http://dx.doi.org/10.29408/veles.v7i3.24049

Implementing the Merdeka Curriculum in English Language

Teaching: A Study of Teacher Learning Steps

*1Helmia Latifa, 1Koesoemo Ratih, 1Maryadi

1 Universitas Muhammadiyah Surakarta, Indonesia

*Correspondence:
helmia2000@gmail.com

Submission History:
Submitted: October 12, 2023
Revised: October 29, 2023
Accepted: November 9, 2023

This article is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

Abstract
The Merdeka curriculum, a pivotal element in contemporary Indonesian education, encapsulates three key
learning components: objectives, steps, and assessment. This study investigates into one of these components
namely the learning steps in the context of English language instruction. Adopting a phenomenological
approach, the research focuses on two English teachers at a junior high school in Central Java, aiming to
illuminate the practical implementation of the learning steps. Data collection encompassed classroom
observations, in-depth interviews with the teachers, and comprehensive documentation, including visual
records from the classes. This multifaceted approach yielded rich qualitative insights into the pedagogical
practices and experiences of these educators. The findings reveal a tripartite structure of the learning steps:
the 'Opening' phase, where teachers connect new content with students' prior knowledge and motivate them
towards the lesson; the 'Core Activities' phase, involving exploration, elaboration, and confirmation of the
subject matter; and the 'Closing' phase, which includes summarizing key points, reflective activities, and
preparing students for future lessons. Significantly, these structured phases highlight the holistic and
effective methodology of the Merdeka curriculum in teaching English, offering valuable insights into its
practical implementation and impact on educational outcomes.
Keywords: Merdeka curriculum, teaching English, learning steps, EFL.

INTRODUCTION
The Merdeka Curriculum represents a transformative shift in Indonesian education,
emphasizing holistic and flexible learning approaches (Irawati et al. 2022). As a key
component of Indonesia's educational reform, this curriculum aims to equip students with
essential 21st-century skills and competencies (Ingtias et al. 2022). Contrasting traditional
educational models focused on rote learning and standardized testing, the Merdeka
Curriculum encourages a student-centred approach, fostering critical thinking and
creativity. Furthermore, the implementation of the Merdeka curriculum is guided by the
Decree of the Minister of Education and Culture No. 56 of 2022, which outlines guidelines

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for implementing the curriculum in the context of learning recovery, known as 'Kurikulum
Merdeka.' This decree serves as a complement to the existing curriculum framework
(Nugraheni & Siswanti, 2022). The Merdeka curriculum introduces several policy changes
and new terminologies, although its core concepts bear similarities to those found in the
2013 Curriculum. This article aims to delineate and explain the policy transitions from the
2013 Curriculum to the Merdeka curriculum, shedding light on the evolution and rationale
behind these educational reforms (Puspita & Atikah, 2023).
Besides, significant changes have been introduced in the Merdeka curriculum,
extending beyond mere terminological updates to encompass fundamental alterations in
classroom learning dynamics. Learning, at its core, is an interactive process involving
students and their environment, leading to positive behavioural changes. Within this
process, the role of the teacher is paramount, particularly in creating a conducive learning
environment that fosters these behavioural changes (Mulyasa, 2003).
The learning process is intricately tied to its components, which are crucial for
successful educational outcomes in schools (Supena et al., 2021). A notable distinction
exists between the components of the 2013 Curriculum and those of the Merdeka
curriculum. The latter is characterized by its focus on learning objectives, steps, and
assessment. This shift in components prompted a research exploration into one specific
element – the learning steps (Angga et al., 2022). The learning steps are a vital component,
significantly influencing students' comprehension of the material presented. These steps
are systematically divided into three phases: the opening, main activities, and closing, each
playing a critical role in the educational process.
Numerous studies have previously explored the implementation of the Merdeka
curriculum in educational settings. A significant body of research, including works by
Rosadi and Andriyani (2020), Zidan & Qamariah (2023), Kharimah and Qamariah (2023),
Rokhyani (2022), Aranggere (2022), Jannah et al. (2022), Hasibuan et al. (2022), Defrizal et
al. (2022), Hadi et al. (2023), and Yaelasari et al. (2022), has documented the successful
implementation of the Merdeka curriculum in schools. These studies collectively
underscore the curriculum's effectiveness in various educational contexts. Additionally, the
aspect of teacher preparation for the Merdeka curriculum has been comprehensively
examined by Juliani (2022) and Muhafid and Retnawati (2023), offering insights into the
readiness and adaptability of educators. Furthermore, Janah et al. (2023) delved into the
implementation of specific learning components within this curriculum, while Martyastuti
et al. (2022) focused their analysis on the learning steps. All these research endeavours
collectively contribute to a broader understanding of the various facets involved in the
implementation of the Merdeka curriculum.
The Merdeka Curriculum, in the context of English Language Teaching (ELT),
presents both unique opportunities and challenges (Solihin, 2021). With English serving as
a global lingua franca, its role in the Indonesian education system is increasingly crucial,
especially as Indonesia integrates further into the global community. The curriculum
advocates for methodologies that extend beyond mere linguistic proficiency, emphasizing
English as a tool for broader educational and personal development (Kim, 2020). This
approach positions the Merdeka Curriculum’s ELT strategies as a vital area for research,
offering insights into effective educational practices in a rapidly evolving global landscape.
While there has been extensive research on the overall implementation of the Merdeka

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curriculum, much of it has concentrated on general aspects of success, failure, or obstacles

in its application across various subjects.
However, a detailed examination focusing specifically on the learning steps within
the English component of the curriculum, particularly in junior high schools, remains
underexplored. This research gap is significant, as the implementation of the curriculum
encompasses a broad spectrum of elements that merit thorough investigation. Therefore,
the primary aim of this research is to elucidate the specific learning steps employed in
teaching English under the Merdeka curriculum in junior high schools. By doing so, it seeks
to contribute a new perspective to the existing body of research on the Merdeka
Curriculum, enriching our understanding of its application in the context of English
language education

METHOD
This study employs a qualitative research design, specifically utilizing
phenomenology as the primary methodological approach. Phenomenology is chosen for its
effectiveness in exploring and understanding the lived experiences of individuals,
particularly as it pertains to their interactions with and perceptions of phenomena
(Tuffour, 2017). In this case, the phenomenon under investigation is the implementation of
the Merdeka curriculum, with a specific focus on the learning steps involved in English
language teaching. The aim is to delve into the essence and structure of the experiences
that teachers have with the curriculum, thereby uncovering the inherent dynamics and
nuances of this educational approach. The subjects of this study are two English teachers
from a junior high school in Central Java, who have experience teaching seventh-grade
students under the Merdeka curriculum. To gain a comprehensive understanding of their
experiences, three main data collection methods are employed: document analysis,
observations, and interviews.
Document analysis involves a thorough review of teaching materials such as
textbooks, teaching modules, and curriculum outlines that detail learning objectives
(Richlin, 2023). Classroom observations provide direct insights into the application of the
Merdeka curriculum in teaching practice. Through these observations, the researcher notes
teaching methods, student-teacher interactions, and the overall classroom environment.
Interviews with the English teachers offer an in-depth perspective on their experiences
with the curriculum, focusing on aspects such as learning steps, instructional strategies,
and material selection.
The data analysis process in this study is methodical, involving careful examination
and interpretation of the collected data. This includes identifying themes, patterns, and key
insights that emerge from the documents, observations, and interviews. To ensure the
credibility and trustworthiness of the findings, the study adheres to established qualitative
research criteria. This involves evaluating the transferability, dependability, and
confirmability of the data, as suggested by Miles and Huberman (1994), to guarantee the
study's integrity and relevance.

FINDING AND DISCUSSION

Learning steps in the educational process are a series of actions from start to finish,
influenced by learning objectives, methods, materials, and any utilized models. Typically,

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these stages include an opening, main activities, and closing. In the Merdeka curriculum,
these steps are predefined in teaching modules (MA) provided by the government,
simplifying the lesson planning process for teachers. This research focuses on how English
teachers implement these structured learning stages under the Merdeka curriculum. It
examines the adaptations and applications of the prescribed opening, main activities, and
closing phases in English language teaching.

Opening Phase: Classroom Observations

During the observational phase of this research, distinct patterns emerged in the
opening stages of the lessons for both Teaching 1 and Teaching 2. Common elements
included a greeting, inquiries about recent news, questions regarding absent students, a
review of the material covered in the previous week, and an introduction to the current
lesson's material. Key phrases and approaches used by Teacher 1 and Teacher 2 at the
beginning of their lessons were noted. Examples of these opening statements are as
follows:
In class, Teacher 1 begins with a warm greeting, "Assalamu'alaikum Warahmatullahi
Wabarakatuh, Good morning, everyone!" followed by engaging with students about
their news and checking on absentees. After a brief review of last week's grammar
topic, Teacher 1 introduces today's focus on English vocabulary. (Teacher 1
Observation)
Teacher 2 initiates the class with an upbeat, "Good to see you all! Ready for English?"
This is followed by a moment to acknowledge absent students, "I hope those not here
are well." Then, Teacher 2 briefly revisits the core ideas of the previous lesson on
English composition before smoothly transitioning to the new lesson, saying, "Today,
let's delve into conversational English. (Teacher 2 Observation)
The study's observations during the opening phase of English language lessons, as
implemented under the Merdeka curriculum by two junior high school teachers, revealed
varied and personalized approaches. Each teacher displayed unique strategies to engage
their students at the start of the class, setting the tone for the lesson ahead. Teacher 1
emphasized creating a warm, welcoming atmosphere, beginning each session with a
friendly greeting. This approach was complemented by a smooth transition into the
academic focus of the lesson, demonstrating an effective balance between personal
connection and educational objectives.
In contrast, Teacher 2 opted for a more dynamic and energetic start, immediately
drawing students into the learning process. This method was effective in capturing student
attention and swiftly transitioning them into the mindset for the day's lesson. Both
approaches, while distinct, showcased the flexibility and adaptability inherent in the
Merdeka curriculum, allowing teachers to tailor the start of their lessons to their teaching
styles and student needs. This variety in the opening phase is indicative of the curriculum's
emphasis on personalized and engaging teaching methods, catering to diverse learning
environments and student groups. Teachers 1 and 2 states:

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"I believe starting the class with a personal touch helps students feel more connected
and ready to learn. I always try to link the new material with what we've previously
covered for better continuity." (Teacher 1 Interview)
“The opening minutes are crucial for setting the tone of the lesson. I focus on creating
an inviting atmosphere and bridging the old and new topics seamlessly." (Teacher 2
Interview)

Core Activities
The core activities phase of the English lessons, as observed under the Merdeka
curriculum, further exemplified the diverse teaching strategies employed by the two junior
high school teachers.
In Teacher 1's classroom, core activities were predominantly centred around
interactive and collaborative learning. Students were often grouped for discussions or
project-based activities, emphasizing peer-to-peer learning and active engagement
with the material. Teacher 1 facilitated these activities with a focus on applying
English language skills in practical contexts, such as role-playing exercises or group
presentations. This method not only encouraged language practice but also fostered
critical thinking and teamwork among students. (Teacher 1 Observation)
Conversely, Teacher 2's approach to core activities was more varied, combining
traditional teaching methods with innovative practices. Lectures and individual
assignments were interspersed with multimedia presentations and language games.
Teacher 2 frequently used technology as a tool for enhancing language learning and
integrating videos and interactive software into lessons. This blend of activities
catered to different learning styles, keeping students engaged and allowing for a
multifaceted approach to language acquisition. (Teacher 2 Observation)
In both cases, the core activities were carefully aligned with the Merdeka
curriculum's goals of fostering a comprehensive and engaging learning experience.
Teachers leveraged a range of instructional techniques to facilitate language mastery while
ensuring that lessons remained student-centred and interactive. These practices
underscore the curriculum's emphasis on adaptable and dynamic teaching methods,
tailored to meet the diverse needs and interests of students in modern language education.
Furthermore, the core activities of English language teaching observed in this study
encompassed a variety of elements, including the use of materials and teaching methods.
Teachers implemented a series of instructional steps that involved explaining tasks,
organizing students into work groups, and posing pertinent questions. Central to these
activities was the utilization of the "Bright an English" textbook. This resource, aligned with
the Merdeka curriculum, was used extensively by the teachers to provide comprehensive
and appropriate English material. The subjects taught, as per the curriculum, are consistent
with those in the previous program, a fact that was evident from classroom observations.
Teacher 1 observed thrice, the focus was on teaching basic English grammar and
structure, such as 'Has', 'Have', 'Is', 'Am', and 'Are', primarily through the context of
descriptive texts. Teacher 1 engaged students in activities like arranging sentences

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into coherent texts and describing familiar objects or people. During the interview,
Teacher 1 elaborated on the subjects taught, including simple present tense, adverbs of
frequency, and descriptive texts, which are foundational at this educational level. As
Teacher 1 expressed, "The material, like the simple present tense and descriptive texts,
is revisited over 2-3 weeks, aligning well with what is outlined in the 'Bright an
English' textbook for 7th grade. (Teacher 1 Observation)
Teacher 2's approach mirrored these themes. In their interview, Teacher 2 highlighted,
“The material in the Merdeka curriculum, such as 'has', 'have', 'there is', 'there are',
descriptive texts, and procedural texts, are essentially the basics we start with at the
junior high level. The shift from grammar-translation to genre-based learning
emphasizes differentiated instruction.” (Teacher 2 Observation)
Furthermore, in the exploration of the core activities within English language
teaching under the Merdeka curriculum, a significant emphasis was placed on
understanding the methodologies adopted by the teachers, particularly their application of
Project-Based Learning (PBL).
"I use project-based learning as it encourages students to be more active and engage
deeply with the material. Although some students may be passive, the majority actively
participate, making this method effective." (Teacher 1 Interview)
"Our learning model is consistent but adaptable to the student's needs. We emphasize
practical, easy-to-understand activities. The method varies from individual to group
tasks, and discussions, tailored to the material and the students' understanding."
(Teacher 2 Interview)
These findings demonstrate that both teachers effectively implemented PBL in their
English classes. Their approaches, though varied, shared a common goal of enhancing
student engagement and understanding. This adaptability and focus on active learning
align well with the Merdeka curriculum's emphasis on practical, student-centred education.

The Closing Phase

The final part of the learning steps, as observed in this study, is the closing phase.
This phase plays a crucial role in concluding the learning activities in the classroom. The
observations revealed a consistent pattern in how the teachers concluded their lessons:
"I always make sure to revisit the key points of the lesson at the end. It's essential for
reinforcing what we've covered and addressing any lingering confusion. I also
encourage students to ask questions, which helps me gauge their understanding. If
there's a need for further practice, I assign relevant homework. Closing the lesson with
a greeting is my way of ending on a positive note, making sure the students feel
acknowledged and valued." (Teacher 1 Interview)
"The closing is as important as the opening. I briefly summarize the day's material to
help students consolidate their learning. Asking if they have questions is crucial; it
allows me to clarify doubts on the spot. Homework is given based on the day's progress
and the need for reinforcement. Finally, a respectful farewell greeting helps maintain a

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respectful and friendly classroom environment, which I believe is key for effective
learning." (Teacher 2 Interview)
In the closing phase of the lessons, the teachers employed a structured approach to
ensure a comprehensive wrap-up of the learning activities. Initially, they revisited the day's
material, offering a summary or conclusion that reinforced the key points covered. This
review was followed by a dedicated question time, allowing students to raise any inquiries
or clarifications they had regarding the lesson, thereby ensuring their understanding. In
cases where further practice was deemed necessary, homework was assigned, extending
the learning process beyond the classroom. Finally, each lesson concluded with a farewell
greeting, a practice that maintained the friendly and respectful atmosphere established at
the beginning of the class and left the students with a positive end to their learning
experience.

DISCUSSION
The research findings on the implementation of structured learning stages under
the Merdeka curriculum in English language teaching at the junior high school level shed
light on the adaptive and diverse approaches adopted by teachers. The study focused on
three key phases: opening, core activities, and closing, unveiling distinctive teaching
methodologies and practices within these phases. In the opening phase, observations
revealed that both Teacher 1 and Teacher 2 initiated their classes with personalized
approaches. Teacher 1 prioritized creating a warm and inviting atmosphere, fostering a
sense of connection among students. In contrast, Teacher 2 opted for a dynamic start,
engaging students immediately to capture their attention. Both teachers seamlessly
transitioned from personal interaction to introducing the lesson's focus, demonstrating the
curriculum's flexibility in accommodating varied teaching styles.
Furthermore, in the core activities phase showcased diverse instructional strategies
by the teachers. Teacher 1 predominantly focused on interactive and collaborative
learning, emphasizing peer-to-peer engagement and practical language application.
Meanwhile, Teacher 2 employed a mix of traditional and innovative methods, integrating
technology to cater to diverse learning styles. Both teachers aligned their activities with the
Merdeka curriculum's goals, emphasizing comprehensive learning experiences and
adaptable teaching methodologies. Additionally, both teachers extensively utilized the
'Bright an English' textbook, aligning their lessons with the curriculum's outlined subjects.
The observed lessons covered foundational English topics, emphasizing grammar and
structure within the context of descriptive texts. As well, the implementation of Project-
Based Learning (PBL) was noted, showcasing an active and engaging approach to learning,
as endorsed by both teachers.
Moreover, in the closing phase, the conclusion of lessons followed a structured
pattern in both classrooms. Teachers summarized key points, addressed questions for
clarification, assigned relevant homework, and closed with a farewell greeting, ensuring a
comprehensive wrap-up of learning activities. This phase reinforced learning, clarified
doubts, extended learning beyond the classroom, and maintained a positive classroom
environment. Furthermore, interviews with the teachers highlighted their beliefs in the
significance of the opening phase for setting the tone of the lesson, the adaptability of

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teaching methods, the importance of comprehensive wrap-ups, and maintaining a positive

learning environment.
However, the findings from every step in this research narrow down some insights
that this research investigates the components of learning within the Merdeka curriculum
at the junior high school level, with a specific focus on learning steps in English teaching.
The implementation of the Merdeka curriculum in English language instruction
encompasses distinct phases: opening, main activities, and closing, as outlined in the
teaching modules. This structure aligns with the concept articulated by Kimbley and
Garmezy (1963), who posited that learning is a relatively permanent change in behavioural
tendencies resulting from increased practice. In the context of the Merdeka curriculum, this
study reflects the guidelines of Permendikbudristek number 262/M/2022 Point V.B. This
directive emphasizes the autonomy of teachers to creatively adapt and modify teaching
modules to suit the specific context, characteristics, and needs of their students.
Supporting this finding, Martyastuti et al. (2022) also observed that teachers
effectively implement these learning steps as per the Merdeka curriculum, encompassing
opening activities, core activities, and closing activities. This highlights the practical
application of the curriculum's flexible framework, allowing for tailored educational
experiences that cater to diverse learning environments and student needs. Thus, the
research underscores the significance of well-structured learning steps in facilitating
effective English language teaching under the Merdeka curriculum, reflecting its
adaptability and responsiveness to contemporary educational demands.
The implementation of the Merdeka Curriculum offers educational institutions the
freedom to tailor their operational curriculum to align with their specific vision and
mission, as well as the learning requirements of their students (Nurzen, 2022). This
adaptability fosters a more effective teaching and learning environment, ultimately
enhancing the overall quality of education. In addition, The Merdeka Curriculum,
emphasizing core content and the development of students' characters and competencies,
is adept at accommodating diversity and meeting the distinct learning needs of students. It
is also tailored to suit the context of educational units and to harness the unique potential
of different regions (Wiguna & Tristaningrat, 2022).
The investigation into the learning steps within the Merdeka curriculum,
particularly in the context of English language teaching, highlights the importance of a
structured approach to the educational process. The delineation of teaching into the
opening, core activities, and closing phases demonstrates a clear and organized method,
crucial for setting a conducive learning environment and ensuring student preparedness.
Central to the core activities is the implementation of project-based learning, a method that
actively engages students in collaborative and critical thinking exercises (De Oliveira
Biazus & Mahtari, 2022). This approach not only facilitates a deeper understanding of the
material but also fosters essential skills such as communication and teamwork. The closing
phase, with its focus on summarizing lessons and encouraging student inquiries, plays a
pivotal role in reinforcing the day's learning and addressing any residual
misunderstandings. However, the study also unveils a limitation in the diversity of teaching
methods employed, suggesting a potential area for introducing varied instructional
strategies to accommodate different learning styles.

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These findings bear significant implications for future educational practices and
policies, underlining the need for adaptable teaching approaches within the Merdeka
curriculum framework across various educational contexts. This research thus offers
valuable insights for educators and policymakers, indicating pathways for enhancing
teaching effectiveness and student learning experiences in the evolving landscape of
education.
Additionally, the successful implementation of Kurikulum Merdeka in English
language teaching at the junior high school level hinges on addressing challenges through
targeted teacher training, adequate resource provision, and innovative assessment
methods. If executed effectively, this curriculum reform has the potential to empower
students with not just language proficiency but also valuable life skills necessary for their
future endeavors in a globalized world.

CONCLUSION
The study of learning components within the Merdeka curriculum, specifically
focusing on English language teaching at the junior high school level, has highlighted that
these components are broadly categorized into objectives, learning steps, and assessments.
A critical element among these is the learning steps, which are structured into three
distinct phases: opening, core activities, and closing. In the opening phase, teachers engage
with students through greetings, inquiries about absentees, and briefings on the day's
material. The core activities predominantly involve the implementation of project-based
learning, a method fostering active discussion and collaboration. Teachers guide this
process by outlining tasks, forming student groups, and facilitating group exercises. This
phase culminates with students presenting their work, followed by teacher feedback.
The closing phase is marked by a summary of the lesson content, providing an
opportunity for students to ask questions and a concluding greeting. This structure not
only ensures a comprehensive learning experience but also allows teachers to closely
monitor and understand the effectiveness of each step in the curriculum. However, a noted
limitation is the reliance on a singular type of learning step. Future research could explore
the integration of diverse methodologies to enrich the learning experience. Additionally,
this study can serve as a valuable reference for future investigations into the Merdeka
curriculum's application in different educational levels and subjects across Indonesia.
Overall, this research underscores that the implementation of the Merdeka curriculum
extends beyond merely gauging success in classrooms. It involves a deep understanding of
the crucial learning components that significantly contribute to the curriculum's
effectiveness. This insight is instrumental for educators in enhancing their teaching
practices and for policymakers in refining educational strategies under the Merdeka
curriculum.

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