<![CDATA[The Merdeka Curriculum promotes student autonomy and competency development through Student-Centered Learning (SCL) implementation. As future educators, pre-service teachers are expected to design and facilitate active, meaningful, and independent learning experiences. However, translating SCL theory into classroom practice remains challenging, particularly during teaching internships. This study aims to analyze the implementation of SCL by pre-service English teachers within the Merdeka Curriculum framework during their apprenticeship program. A qualitative case study design was employed involving three pre-service teachers who completed teaching internships at senior high schools. Data were collected through classroom video observations and document analysis of lesson modules prepared by the participants. The analysis focused on the implementation of nine SCL characteristics—active, constructive, collaborative, enthusiastic, dialogical, contextual, reflective, multisensory, and Higher-Order Thinking Skills (HOTS)—as well as the application of six SCL-related learning models: Cooperative Learning, Problem-Based Learning, Project-Based Learning, Contextual Teaching and Learning, Discovery Learning, and Blended Learning. The results reveal that all participants successfully incorporated SCL principles into both their lesson modules and classroom practices. However, variations were identified in the selection of learning models and the extent to which SCL characteristics were integrated into teaching. Some pre-service teachers demonstrated stronger implementation of collaborative and reflective learning than others, indicating differing levels of pedagogical competence. These results suggest that while pre-service teachers possess a foundational understanding of SCL, consistent and effective implementation requires continuous guidance, practical training, and reflective mentoring.]]>
