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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian Humaniora DIKSI Litera INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Indonesian Journal of Applied Linguistics (IJAL) Jurnal Ilmiah Bahasa dan Sastra ENDOGAMI Jurnal Ilmiah Kajian Antropologi JOURNAL OF ENGLISH FOR ACADEMIC NOTION: Journal of Linguistics, Literature, and Culture Jurnal Eduscience (JES) Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Piwulang : Jurnal Pendidikan Bahasa Jawa Jurnal Abadimas Gorontalo Mahakarya: Students' Journal of Cultural Sciences Widyaparwa Stilistika Prawara: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Ikadbudi : Jurnal Ilmiah Bahasa, Sastra, dan Budaya Daerah Piwulang : Jurnal Pendidikan Bahasa Jawa Sawerigading Aksara
Sri Harti Widyastuti
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Journal : JOURNAL OF ENGLISH FOR ACADEMIC

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Teacher Perceptions of the Merdeka Curriculum in English Teaching in Rural Elementary Schools Nety, Nety; Widyastuti, Sri Harti; Santoso, Imam; Baharuddin, Baharuddin
J-SHMIC : Journal of English for Academic Vol. 13 No. 1 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(1).25312

Abstract

The continuous shifts in Indonesia’s educational curriculum have raised significant concerns about the effectiveness of English language teaching at the elementary school (ES) level, particularly in rural areas. While the Merdeka Curriculum (MC) emphasizes early language acquisition, its implementation faces challenges due to gaps in teacher preparedness, limited resources, and disparities between urban and rural schools. This study explores English teachers’ perceptions of the MC and the challenges they encounter in its implementation in rural elementary schools. This research uses a qualitative descriptive approach, with data collected through semi-structured interviews, observations, and document analysis from eight English teachers in five ES in Baubau, Southeast Sulawesi, Indonesia. Data analysis involved data condensation, display, and conclusion drawing. The findings show that while teachers recognize the potential of the MC, their understanding remains superficial, primarily acknowledging it as a new policy. The challenges identified include a lack of professional development opportunities, inadequate resources, and insufficient facilities, hindering the curriculum’s effective application. Teachers often rely on internet-based resources that are not tailored to local contexts and struggle with the student-centered, differentiated learning approach promoted by the curriculum. The study suggests that successful implementation of the MC requires support at both the central and local levels, including teacher training, infrastructure improvements, and appropriate resources. Further research should explore strategies to enhance teacher competencies and address infrastructural barriers, ensuring the full potential of the MC in rural education settings.
Co-Authors Afendy Widayat Alade, Salman Aminatun, Tien Aminudin, Muhamad Fauzan Aminudin, Muhammad Fauzan Angga Bimo Satoto Avi Meilawati Baharuddin Baharuddin Djuwanto Djuwanto Doni Dwi Hartanto Eni Juniastuti Erna Istikomah Fitri Rahmawati Fitri Rokhimah Hesti Mulyani Hestu Musyarofah, Yen Hidayati, Anni Nurul Imam Santoso Khoirul Bariyyah Kholiq, Yusuf Nur Kusmanto, Hari Lestari, Suwasti Ratri Eni Mochamad Syahrul Iqbal Mulyana Nety, Nety Nuning Catur Sri Wilujeng Prastowo, Galang Purwadi Purwadi Ratri, Tanti Sekar Restu Budiyanti Reyhana, Vindy Robbaniyah, Inayatur Rozanah Katrina Herda, Rozanah Katrina Salim, Malik Siti Mulyani Suharti Sukarno, Karisman Muhammad Suri, Dian Ratna Sutrisna Wibawa Suwardi Suwardi Endraswara Suwardi Suwardi Suwarna Tri Santoso Triana Susanti Tyas Gita Atibrata Venny Indria Ekowati Wiyatmi yuliana, annisa Zulfi Hendri