Curriculum Reform Meets Classroom Realities: Selected Indonesian Teachers’ Perspectives on the Merdeka Curriculum

Tirza Kumayas; Grace Shirley Luntungan; Alfons Napoleon Arsai; Devilito Prasetyo Tatipang

doi:10.31849/5x19dj04

Authors

Tirza Kumayas Universitas Negeri Manado, Tondano, Indonesia
Grace Shirley Luntungan Universitas Negeri Manado, Tondano, Indonesia
Alfons Napoleon Arsai Universitas Papua, Manokwari, Indonesia
Devilito Prasetyo Tatipang Universitas Negeri Makassar, Makassar, Indonesia

DOI:

https://doi.org/10.31849/5x19dj04

Keywords:

Classroom adaptation, Curriculum implementation, English language teaching (ELT) , Student-centered learning, Teacher perceptions

Abstract

The introduction of the Merdeka Curriculum marks a transformative shift in Indonesia’s English Language Teaching (ELT) landscape by promoting flexibility, student-centered learning, and project-based approaches. However, the success of such curriculum reform relies heavily on how teachers, as frontline implementers, perceive, adapt, and navigate its complexities in diverse classroom realities. Addressing a critical gap in existing research that predominantly focuses on policy-level analysis, this qualitative case study investigates the lived experiences, perceptions, and coping strategies of Indonesian ELT educators amidst the early stages of Merdeka Curriculum implementation. Drawing on Fullan’s theory of educational change, data were gathered through semi-structured interviews, classroom observations, and document analysis involving 20 English teachers, 30 students, and 10 administrators across rural, suburban, and urban settings. Thematic analysis revealed that while the curriculum fosters innovation and autonomy, teachers face significant constraints including insufficient training, technological inequity, and excessive administrative demands. Despite these challenges, educators expressed strong support for student-centered instruction, multimedia integration, and skill development emphasizing communication and critical thinking. This study contributes uniquely by offering context-specific insights into teacher agency within systemic constraints, advocating for equitable resource allocation, professional development, and collaborative policy feedback mechanisms. By amplifying teacher voices, this research not only informs national curriculum design but also engages in broader global conversations on curriculum autonomy, pedagogical reform, and the essential role of teachers in enacting meaningful educational transformation.

Author Biographies

Tirza Kumayas, Universitas Negeri Manado, Tondano, Indonesia

She is a senior lecturer at the English Education Department, Faculty of Languages and Arts, Universitas Negeri Manado. She currently serves as the Secretary of the department, where she plays a pivotal role in academic coordination, curriculum innovation, and institutional development. With a deep commitment to advancing English language education in Indonesia, Tirza actively contributes to scholarly discourse through her research and publications focused on language pedagogy, teacher professional development, and educational leadership. Tirza A. Kumayas specializes in English grammar instruction and language pedagogy. Her research focuses on the challenges of teaching grammar at the university level and strategies to improve students' understanding of English grammar. She has published several articles on these topics and is actively involved in academic conferences and journals.
Grace Shirley Luntungan, Universitas Negeri Manado, Tondano, Indonesia

She is a distinguished lecturer in the France Education Study Program at the Faculty of Languages and Arts, Universitas Negeri Manado. She currently serves as the Dean of the Faculty, leading with a vision to enhance academic excellence, cross-cultural education, and interdisciplinary collaboration. With extensive experience in language education and institutional leadership, her research interests span foreign language instruction, curriculum development, and educational policy
Alfons Napoleon Arsai, Universitas Papua, Manokwari, Indonesia

Alfons Napoleon Arsai is a senior lecturer at the English Education Department of Universitas Papua. With a strong academic foundation and years of teaching experience, he has consistently contributed to the advancement of English language education in eastern Indonesia. His primary research interests include Teaching English to Speakers of Other Languages (TESOL) and curriculum development, with a focus on contextualizing pedagogical approaches for diverse learner populations.
Devilito Prasetyo Tatipang, Universitas Negeri Makassar, Makassar, Indonesia

Devilito Prasetyo Tatipang is an assistant professor affiliated with the English Education Department of Universitas Negeri Manado. Currently pursuing academic engagement through the postgraduate program at Universitas Negeri Makassar, he is recognized for his innovative contributions to the fields of English language teaching and educational technology. His research interests include Technology-Enhanced ELT, language learning pedagogy, multilingualism in ELT contexts, applied linguistics, and curriculum development.

References

Aivaz, K. and Teodorescu, D. (2022). College students’ distractions from learning caused by multitasking in online vs. face-to-face classes: A case study at a public university in romania. International Journal of Environmental Research and Public Health, 19(18), 11188. https://doi.org/10.3390/ijerph191811188

Aivaz, K. and Teodorescu, D. (2023). Advantages and disadvantages of using devices during in-person courses. case study at a public university in romania. Studies in Business and Economics, 18(2), 24-36. https://doi.org/10.2478/sbe-2023-0022

Akbarani, R. (2024). Use of artificial intelligence in english language teaching. International Journal of English Learning and Applied Linguistics (IJELAL), 4(1), 14-23. https://doi.org/10.21111/ijelal.v4i1.10756

Akuom, D. and Greenstein, S. (2022). The nature of prospective mathematics teachers’ designed manipulatives and their potential as anchors for conceptual and pedagogical knowledge. Journal of Research in Science Mathematics and Technology Education, 5(SI), 109-125. https://doi.org/10.31756/jrsmte.115si

Al Mahdi, O. (2020). Professional learning communities approach: Implications for policy and practice. In Innovations in educational leadership and continuous teachers' professional development (pp. 181–200). CSMFL Publications

https://dx.doi.org/10.46679/isbn978819484832509

Allen, A., Conner, B., Gantman, B., Warner, K., Nash, R., Janes, B., … & Singer, C. (2022). Developing a well-received pre-matriculation program: the evolution of medfit. Discover Education, 1(1). https://doi.org/10.1007/s44217-022-00012-z

Almulla, M. (2020). The effectiveness of the project-based learning (pbl) approach as a way to engage students in learning. Sage Open, 10(3). https://doi.org/10.1177/2158244020938702

Barr, E., Craig, S., Smith, H., Jakubiak, M., & Sopp, T. (2023). A guided near-peer mentorship program for transitioning into clinical clerkships at a regional medical campus. Journal of Regional Medical Campuses, 6(2). https://doi.org/10.24926/jrmc.v6i2.4926

Cahyani, N. (2021). Effectiveness of project-based learning models in improving students' creativity (a literature review). The Art of Teaching English as a Foreign Language, 2(1), 73-77. https://doi.org/10.36663/tatefl.v2i1.107

Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399

Darling‐Hammond, L. and McLaughlin, M. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. https://doi.org/10.1177/003172171109200622

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf.

Dewaele, J., Gkonou, C., & Mercer, S. (2018). Do esl/efl teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?., Emotions in second language teaching: Theory, research and teacher education 125-141. https://doi.org/10.1007/978-3-319-75438-3_8

Djami, C. (2022). Integrated technology for classroom management strategies in a computer-assisted language learning. Jurnal Pendidikan Indonesia Gemilang, 2(2), 70-94. https://doi.org/10.53889/jpig.v2i2.121

Eck, C. and Ramsey, J. (2019). An analysis of cooperating teacher feedback: a qualitative inquiry. Journal of Research in Technical Careers, 3(2), 97. https://doi.org/10.9741/2578-2118.1058

Emawati, E., Taufiqulloh, T., & Fadhly, F. Z. (2024). Challenges and opportunities in implementing The merdeka curriculum in language education: A meta-synthetic analysis. english review: journal of english education, 12(2), 869–882. https://doi.org/10.25134/ERJEE.V12I2.10356

Fajriah, Y., Anne, S., & Nurjamin, L. (2019). How is english language policy translated to classroom practice? (a case study in an indonesia primary school), In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019. European Alliance for Innovation (EAI). https://doi.org/10.4108/eai.13-2-2019.2286089

Fullan, M. (2016). The new meaning of educational change. Teachers college press.

Giawa, P. H. (2024). Penerapan model pembelajaran flipped classroom untuk meningkatkan hasil belajar siswa pada pembelajaran biologi kelas XI-IPA di SMA Negeri 1 Ulususua. TUNAS: Jurnal Pendidikan Biologi, 5(1), 70–84.

Grieser, D. and Hendricks, K. (2018). Review of literature: pedagogical content knowledge and string teacher preparation. Update Applications of Research in Music Education, 37(1), 13-19. https://doi.org/10.1177/8755123318760970

Haapaniemi, J., Venäläinen, S., Malin, A., & Palojoki, P. (2020). Teacher autonomy and collaboration as part of integrative teaching – reflections on the curriculum approach in finland. Journal of Curriculum Studies, 53(4), 546-562. https://doi.org/10.1080/00220272.2020.1759145

Hamdzah, N., Subramaniam, I., Abidin, N., & Hassan, R. (2020). The relationship between emotional intelligence (ei) and the malaysian university english test (muet) performance among technical students. International Journal of Learning Teaching and Educational Research, 19(7), 280-297. https://doi.org/10.26803/ijlter.19.7.16

Hen, M. (2020). Teaching emotional intelligence: an academic course for hospital teachers. Continuity in Education, 1(1), 22-36. https://doi.org/10.5334/cie.13

Henderson, M., Selwyn, N., & Aston, R. (2015). What works and why? student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. https://doi.org/10.1080/03075079.2015.1007946

Hinson, J., Arthur, C., & Bipembi, H. (2023). The effect of peer to peer mentoring on initial teacher professional development at holy child college of education. Journal of Education and Practice JEP. https://doi.org/10.7176/jep/14-20-01

Hockly, N. (2018). Technology in English language teaching. ELT Journal, 7(2), 130–138.

https://doi.org/10.15276/aait.06.2023.16

Hughes, S. and Lewis, H. (2020). Tensions in current curriculum reform and the development of teachers’ professional autonomy. The Curriculum Journal, 31(2), 290-302. https://doi.org/10.1002/curj.25

Hughes, S., & Lewis, H. (2020). Tensions in current curriculum reform and the development of teachers’ professional autonomy. The Curriculum Journal, 31(2), 290–302. https://doi.org/10.1002/curj.25

Hunaepi, H., & Suharta, I. G. P. (2024). Transforming Education in Indonesia: The Impact and Challenges of the Merdeka Belajar Curriculum. Path of Science, 10(6), 5026–5039. https://doi.org/10.22178/POS.105-31

Izadi, S. (2024). Navigating undergraduate medical education: the impact of enhanced mentorship pairing at a new medical school. Cureus. https://doi.org/10.7759/cureus.62789

Jalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017) (pp. 251-256). Atlantis Press. https://doi.org/10.2991/ictvt-17.2017.43

Jiang, A. and Zhang, L. (2021). Teacher learning as identity change: the case of efl teachers in the context of curriculum reform. Tesol Quarterly, 55(1), 271-284. https://doi.org/10.1002/tesq.3017

Karampourian, A., Imani, B., & Khatiban, M. (2023). Comparing the training of the mass casualty incident triage by the virtual workshop and non-virtual workshop (face-to-face) on the nursing students’ learning and satisfaction. Health in Emergencies & Disasters Quarterly, 8(4), 261-268. https://doi.org/10.32598/hdq.8.4.494.2

Keengwe, J. and Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information and Communication Technology Education, 7(4), 1-10. https://doi.org/10.4018/jicte.2011100101

Keiler, L. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of Stem Education, 5(1). https://doi.org/10.1186/s40594-018-0131-6

Khan, S. and Mohammed, L. (2024). Teacher evaluation, emotional intelligence, and english speaking anxiety among bs english students in peshawar, pakistan. International Journal of Academic Research in Progressive Education and Development, 13(1). https://doi.org/10.6007/ijarped/v13-i1/20934

Kiyozumi, T., Ishigami, N., Tatsushima, D., Araki, Y., Yoshimura, Y., & Saitoh, D. (2022). Instructor development workshops for advanced life support training courses held in a fully virtual space: observational study. Jmir Serious Games, 10(2), e38952. https://doi.org/10.2196/38952

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (tpack)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

Korpershoek, H., Harms, T., Boer, H., Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799

Lackéus, M. (2020). Comparing the impact of three different experiential approaches to entrepreneurship in education. International Journal of Entrepreneurial Behaviour & Research, 26(5), 937-971. https://doi.org/10.1108/ijebr-04-2018-0236

Latifa, H., Ratih, K., & Maryadi, M. (2023). Implementing the Merdeka Curriculum in English Language Teaching: A Study of Teacher Learning Steps. Voices of English Language Education Society, 7(3), 640–651. https://doi.org/10.29408/VELES.V7I3.24049

Lestari, P. (2023). Implementasi kegiatan keagamaan untuk mengembangkan pendidikan karakter dalam projek penguatan profil pelajar Pancasila siswa kelas X di SMK N 3 Purworejo. Al Ghazali, 6(1), 48–61.

Li, Y. (2020). Application of artificial intelligence in higher vocational english teaching in the information environment., 1169-1173. https://doi.org/10.1007/978-981-15-5959-4_143

Limniou, M. (2021). The effect of digital device usage on student academic performance: a case study. Education Sciences, 11(3), 121. https://doi.org/10.3390/educsci11030121

M., M. and O., H. (2023). Problems and ways of improving project-oriented learning in ukraine. Applied Aspects of Information Technology, 6(3), 231-243. https://doi.org/10.15276/aait.06.2023.16

Mahdi, O. (2020). Professional learning communities Approach: Implications for Policy and Practice. Innovations in Educational Leadership and Continuous Teachers' Professional Development, 181-200.https://doi.org/10.46679/isbn978819484832509

Meniado, J. (2020). Organizational citizenship behavior and emotional intelligence of efl teachers in saudi arabia: implications to teaching performance and institutional effectiveness. Arab World English Journal, 11(4), 3-14. https://doi.org/10.24093/awej/vol11no4.1

Milne, L., Savage, J., Panther, B., & Aughterson, J. (2022). Mentor-coaching in an Australian HEA fellowship program: Developing transformative learning and teaching leadership capability. Journal of Higher Education Policy and Management, 44(3), 293–309. https://doi.org/10.1080/1360080X.2022.2046701

Milne, N., Dunwoodie, R., Kirwin, G., Palmer, T., Gauchwin, J., Donovan, M., … & Hill, A. (2022). Educating the educator: evaluation of a standardised format, one-day clinical educator workshop on the assessment of physiotherapy student performance in clinical placement. Australian Journal of Clinical Education, 11(1). https://doi.org/10.53300/001c.32993

Mora, A. (2020). Gamification for classroom management: an implementation using classdojo. Sustainability, 12(22), 9371. https://doi.org/10.3390/su12229371

Muganga, L. and Ssenkusu, P. (2019). Teacher-centered vs. student-centered. Cultural and Pedagogical Inquiry, 11(2), 16-40. https://doi.org/10.18733/cpi29481

Mustofa, M., Lin, C., & Chen, H. (2023). Elementary teachers' beliefs and practices pertaining to freedom of learning curriculum reform policy: a qualitative study. International Journal of Education and Practice, 11(2), 166-179. https://doi.org/10.18488/61.v11i2.3289

Neiterman, E. and Zaza, C. (2019). A mixed blessing? students’ and instructors’ perspectives about off-task technology use in the academic classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotlrcacea.2019.1.8002

Ni’mah, F., Wafa, Z., & Sulistiyaningsih, E. F. (2024). The Implementation of Merdeka Curriculum in English Language Teaching in High School. English Education and Literature Journal (E-Jou), 4(02), 99–106. https://doi.org/10.53863/EJOU.V4I02.996

Niess, M. (2011). Investigating tpack: knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. https://doi.org/10.2190/ec.44.3.c

Nooralam, J., & Sakhiyya, Z. (2022). Formative Assessment in the Merdeka Curriculum English Textbook entitled English for Nusantara. English Education Journal, 12(4), 600–610. https://doi.org/10.15294/EEJ.V12I4.65398

Oroh, R. R., Runtuwene, J. P., Palilingan, V. R., & Kenap, A. A. (2019, February). Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 546-549). Atlantis Press... https://doi.org/10.2991/ictvet-18.2019.123

Piaget, J. (1976). The child and reality: Problems of genetic psychology. Viking Press.

Pungong, C., Marakovits, S., & Lee, A. (2023). Using goguardian teacher technology to combat students' digital distractions on school-issued devices. European Journal of Education and Pedagogy, 4(5), 56-59. https://doi.org/10.24018/ejedu.2023.4.5.758

Rabbidge, M. (2017). Assumptions, attitudes and beliefs: tracing the development of teacher beliefs about classroom l1/tl. The Journal of Asiatefl, 14(2), 346-354. https://doi.org/10.18823/asiatefl.2017.14.2.11.346

Rahmah, L., Purwanta, E., Wijayanti, W., & Suhardiman, S. (2024). Navigating the curriculum landscape: The impact of curriculum 2013 and Merdeka curriculum on teachers' and students' learning outcomes in Indonesia. Journal of Ecohumanism, 3(6), 917–931.

Rahman, M., Singh, M., & Pandian, A. (2018). Exploring esl teacher beliefs and classroom practices of clt: a case study. International Journal of Instruction, 11(1), 295-310. https://doi.org/10.12973/iji.2018.11121a

Rahmawati, A. P., & Kusumaningtyas, E. D. (2024). Implementation of Project Based Learning Though Merdeka Curriculum in Teaching Speaking Skills. English Education and Literature Journal (E-Jou), 4(01), 25–34. https://doi.org/10.53863/EJOU.V4I01.986

Rodphotong, S. (2018). The effectiveness of collaborative learning to enhance english communicative competence: a case study of the first-year students at thepsatri rajabhat university. Ijpte International Journal of Pedagogy and Teacher Education, 2, 15. https://doi.org/10.20961/ijpte.v2i0.25174

Roza, V., Melani, M., Riko, M., & Zulfahmi, Y. (2024). Grammatical Gaps in Student Translations: Analyzing English-Indonesian Translation in Academic Projects. REiLA : Journal of Research and Innovation in Language, 6(1), 38–58. https://doi.org/10.31849/REILA.V6I1.15851

Sultan, S. and Javaid, S. (2018). Pakistani undergraduate students’ perceptions of project-based learning in the english composition course. Journal of Applied Research in Higher Education, 10(3), 217-229. https://doi.org/10.1108/jarhe-11-2017-0135

Susanto, D., Priyolistiyanto, A., Pinandhita, F., K.A, A., & Bimo, D. (2024). Utilizing chatgpt on designing english language teaching (elt) materials in indonesia: opportunities and challenges. Celt a Journal of Culture English Language Teaching & Literature, 24(1), 157-171. https://doi.org/10.24167/celt.v24i1.11633

Syarifah, E. and Emiliasari, R. (2019). Project-based learning to develop students' ability and creativity in writing narrative story. Indonesian Efl Journal, 5(1), 85. https://doi.org/10.25134/ieflj.v5i1.1627

Tang, K. (2023). Student-centered approach in teaching and learning: what does it really mean?. Acta Pedagogia Asiana, 2(2), 72-83. https://doi.org/10.53623/apga.v2i2.218

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

Trabulsi, T., Hartman, D., Davuluri, V., & Kapral, A. (2023). Peers: evaluation of an undergraduate-led near-peer community health mentorship program. Journal of Student Research, 12(3). https://doi.org/10.47611/jsr.v12i3.2096

Umirbekova, A., Toksonbaev, R., ABITAYEVA, R., & Akhmetkarimova, K. (2019). Preparation of future teachers to the implementation of new pedagogical approaches in the conditions of the renewed contents of school education. Periódico Tchê Química, 16(32), 455-470. https://doi.org/10.52571/ptq.v16.n32.2019.473_periodico32_pgs_455_470.pdf

Voogt, J., Pieters, J., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3-4), 121-140. https://doi.org/10.1080/13803611.2016.1247725

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wang, J. (2019). College english teaching mode based on intelligent robot. International Journal of Continuing Engineering Education and Life-Long Learning, 29(1/2), 1. https://doi.org/10.1504/ijceell.2019.10018930

Weda, S., Sakkir, G., Elsa, A., & Sakti, F. (2023). Students’ English Learning Strategies in Dealing with Merdeka Belajar Kampus Merdeka (MBKM) Curriculum in Indonesia: Perceptions and Factors. ELS Journal on Interdisciplinary Studies in Humanities, 6(2), 343–356. https://doi.org/10.34050/ELSJISH.V6I2.27254

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.

Yanke, A., Weigand, K., & Hofmeister, E. (2023). Addressing the needs and challenges of mentorship in veterinary medicine. New Directions for Teaching and Learning, 2023(176), 83-93. https://doi.org/10.1002/tl.2057 1

Zhang, Y. (2023). Artificial intelligence technology boosts the construction of english intelligent teaching mode in colleges and universities. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns.2023.2.01319