English Teachers' Readiness in Implementing Merdeka Belajar Curriculum (A Case Study at Madrasah)
Keywords:
Teacher Readiness, Merdeka Belajar, English EducationAbstract
Teachers must take initiative while designing Merdeka Belajar curriculum since they are the main facilitators of a cooperatively developed curriculum. This study aims to know the English teachers’ readiness in implementing Merdeka Belajar curriculum in private schools, since this curriculum has been used for less than two years. This study focuses on English teachers’ readiness, especially in Cognitive aspect in implementing Merdeka Curriculum at Madrasah. This research was conducted in two private junior high schools and two private senior high schools. The data were obtained from five English teachers. The method used in this study was qualitative-descriptive and the data were collected by using an interview. The researcher analyzed the data by using Miles & Huberman techniques, consist of data reduction, data display, and drawing conclusion. The result showed that some teachers in this study has met the readiness indicators, meanwhile, the rest have not met the indicators. Overall, readiness of English teachers in implementing the Merdeka Belajar Curriculum varies, with the majority demonstrating a relatively high level of preparedness. Of the five teachers interviewed, three exhibited readiness across all four key indicators: comprehension of the curriculum’s principles, the ability to design instructional materials (including CP, ATP, and assessment planning), implementation of differentiated learning, and application of both formative and summative assessments.
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