<![CDATA[This study aims to identify the challenges faced by English teachers in implementing the Merdeka Curriculum at SMP Global Islamic School Al-Amin, an institution that integrates formal schooling with a pesantren-based education system. Using a descriptive qualitative approach, the research was conducted with English teachers who had implemented the Merdeka Curriculum. Data were collected through interviews, classroom observations, and document analysis, and analyzed using Miles and Huberman’s interactive model, which consists of data collection, data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the Merdeka Curriculum is shaped by a combination of internal and external challenges. Externally, limited access to digital technology due to pesantren regulations restricting smartphone use significantly constrains the implementation of project-based learning and students’ independent access to learning resources. In addition, the learning characteristics of pesantren students, who tend to prioritize non-formal religious activities, reduce their responsiveness to student-centered learning approaches promoted by the curriculum. Another challenge relates to the initial mismatch between available teaching materials and curriculum demands, which required teachers to develop and adapt additional learning resources. Internally, teachers’ readiness emerged as a critical concern, reflected in limited practical understanding of curriculum principles, perceptions of abrupt implementation, and gaps in pedagogical competence. Overall, the study concludes that implementing the Merdeka Curriculum in a pesantren-based educational context involves multidimensional challenges that require holistic and adaptive strategies. Successful implementation depends on continuous teacher professional development, contextual learning resources, and institutional support that integrates pesantren values with the principles of student-centered education. This study contributes to the growing literature on curriculum implementation in Islamic boarding school contexts and offers practical insights for teacher development and context-sensitive curriculum policy formulation.]]>
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