English Teachers’ Challenge in Implementing Merdeka Curriculum at Islamic Boarding School

Abstract

The implementation of the Merdeka Curriculum in Islamic boarding schools presents unique challenges for English language teachers. While much research has focused on the Merdeka Curriculum in general education, studies on its application in pesantren, especially in English language teaching (ELT), remain limited. This research gap is significant, as pesantren play a crucial role in Indonesia’s education system. This study examines the challenges faced by teachers in designing lesson plans, delivering instruction, utilizing media, and conducting assessments in English language teaching under the Merdeka Curriculum. Using a qualitative case study approach, data were collected from two teachers one experienced and one novice through semi-structured interviews, document analysis, and classroom observations. The findings identified four main challenges: limited understanding of the curriculum, diverse student needs, low student motivation, and inadequate teaching resources. Despite these challenges, teachers employed strategies such as integrating religious content into English lessons, utilizing digital tools, and applying innovative teaching methods to engage students. This study highlights the need for professional development, mentoring programs, and improved access to teaching resources to support the effective implementation of the Merdeka Curriculum in pesantren.