<![CDATA[This study aims to describe the implementation of procedural text viewing instruction within the Merdeka Curriculum for seventh-grade students at SMPN Megang Sakti. The research employed a descriptive qualitative approach, involving an Indonesian language teacher and seventh-grade students as research subjects. Data were collected through classroom observations, interviews, student response questionnaires, and documentation. Data analysis techniques included data reduction, data display, and conclusion drawing.The findings indicate that viewing instruction was conducted through three stages: pre-viewing, while-viewing, and post-viewing. In the pre-viewing stage, the teacher communicated learning objectives and conducted apperception activities; however, instruction was still dominated by lecturing, resulting in limited student participation. In the while-viewing stage, video media were used as learning tools, but their utilization was not optimal because students tended to watch passively and were not sufficiently guided to analyze the content critically. Furthermore, the videos used were not fully contextualized to students’ real-life experiences.In the post-viewing stage, students demonstrated interest in the learning process but encountered difficulties in summarizing procedural texts coherently and expressing ideas in their own words. These findings suggest that viewing instruction has been implemented in accordance with the Merdeka Curriculum, yet it has not fully adopted a student-centered learning approach. Therefore, more active learning strategies and the use of relevant video media are needed to enhance students’ visual literacy and critical thinking skills.]]>
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