<![CDATA[The objectives of this research are (1) to investigate how the English teacher prepares the learning plans for the implementation of Merdeka Curriculum, (2) to investigate how the English teacher conducts the teaching and learning process in implementing Merdeka Curriculum, (3) To investigate how the English teacher conducts the assessment process in implementing Merdeka Curriculum, and (4) to explore the English teachers’ and students’ perceptions of the implementation of Merdeka Curriculum. This research was case study with observation, interview, and documentation as data collecting techniques. The data analysis used in this research includes data reduction, data display, drawing conclusions, and verification. For the credibility of the data, the researcher used the triangulation methodology. The results showed: (1) the English teacher prepared in learning planning of the Merdeka Curriculum, which prepares teachers’ readiness, analyzes the learning outcomes (CP) and learning objective flow (ATP), modifies the teaching modules, creates the learning media, and conducts diagnostic assessments. (2) the English teacher has implemented a learning process including opening, core, and closing activities. The teacher has implemented differentiated learning, and the competency of the Pancasila (The Five Principles) Students Profile has been achieved. (3) the English teacher assessed the implementing Merdeka Curriculum using formative and summative assessments. (4) the English teacher and students’ perception of the implementing of Merdeka Curriculum are positive. These findings indicate that Merdeka Curriculum has been implemented effectively by the teachers, with students actively participating in the teaching and learning process.]]>
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