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IMPLEMENTATION OF ENGLISH TEACHING METHODS 
UNDER THE MERDEKA CURRICULUM: A CASE STUDY OF 

JUNIOR HIGH SCHOOLS IN PALOPO 
 

Andi Hasri Tri Ulandari1, Rustan S.antaria2, & Wisran3 

1,2 Universitas Islam Negeri Palopo 
 

2305040011@iainpalopo.ac.id 
 

ABSTRACT 

This study aims to analyze the application of English teaching methods based on the 
Merdeka Curriculum at the junior high school level in Palopo City. The main focus of this 
study is to identify the methods used, the barriers faced by teachers, and their perceptions 
of these methods. This study employs a mixed-methods approach with an explanatory 
sequential design. Data were collected through observations, questionnaires, and 
interviews with English teachers at four schools, two public and two private. The results 
indicate that private schools tend to be more proactive in implementing methods such as 
Project-Based Learning and Communicative Language Teaching, whereas public schools 
remain dominated by conventional methods. The barriers faced by teachers are divided 
into three categories: internal, external, and contextual. However, teachers have a positive 
perception of the Merdeka Curriculum and demonstrate a willingness to develop more 
contextual teaching methods. This study recommends the need for ongoing training, 
improved infrastructure, and policy support to optimize the implementation of the 
Merdeka Curriculum. 

Keywords: Merdeka Curriculum, English teaching methods, barriers, teacher perceptions  

INTRODUCTION 
The Indonesian education system has been undergoing significant transformation, 

particularly with the introduction of the Merdeka Curriculum, a policy designed to promote 
student-centered, flexible, and contextual learning (Abdul Fattah Nasution, Setia Ningsih, 
Mona Febrica Silva, Leli Suharti, & Jekson Parulian Harahap, 2023). This curriculum 
encourages schools and teachers to design instructional activities that suit students' 
characteristics, learning goals, and real-life contexts (Widodo et al., 2023). In English 
language teaching (ELT), this opens opportunities for teachers to move beyond traditional 
models and integrate more interactive and authentic teaching methods. As a result, 
methods such as Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), and 
Communicative Language Teaching (CLT) are promoted as effective alternatives to lecture-
based approaches . 

Recent studies emphasize that the success of curriculum innovation lies not only in 
the design of the policy but also in its implementation at the classroom level, where 

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teachers serve as the key agents of change (Gumus et al., 2018). In the context of English 
Language Teaching (ELT), teachers are expected to shift their roles from knowledge 
transmitters to facilitators who support students in constructing meaning through 
contextual, dialogic, and interactive activities (Darasawang, 2006). However, such 
transformation requires not only a change in mindset but also strong institutional support, 
continuous professional development, and adequate access to resources (Mart, 2013). 

Furthermore, the integration of active learning methods within national curricula has 
become a global trend, as evidenced by curriculum reforms in countries such as Finland, 
Singapore, and South Korea (Khromchenko & Shutilo, 2021). These countries have placed 
increasing emphasis on student agency, collaborative learning, and problem-solving 
abilities to meet the demands of the 21st century. Indonesia’s Merdeka Curriculum reflects 
a similar aspiration, but its success depends on how effectively teachers in diverse school 
contexts—particularly in under-resourced or rural areas—can implement the intended 
pedagogical shift. Thus, investigating the actual practices of teachers in public and private 
junior high schools becomes essential to understand the readiness and challenges in 
adopting active learning frameworks in English instruction. 

These methods are rooted in constructivist theory, which sees learning as a social and 
contextual process (Wali et al., 2022). In practice, however, not all teachers are fully ready 
or equipped to implement such approaches. Many teachers still rely on direct teaching due 
to limited training, lack of confidence, and institutional constraints. Additionally, public and 
private schools differ in terms of infrastructure, professional development support, and 
cultural readiness to adopt more dynamic classroom practices (Purwani & Budiraharjo, 
2024). This situation raises concern about the real extent of Merdeka Curriculum 
implementation in English classrooms, particularly in junior high schools. 

Previous studies have highlighted both opportunities and challenges in implementing 
the Merdeka Curriculum. Aini et al., (2022) found that while teachers generally support the 
curriculum’s principles, they often struggle to translate them into concrete lesson activities. 
Ela Komala et al., (2025) showed that private school teachers are more likely to adopt PjBL 
and IBL, supported by internal school initiatives and leadership. Maulana et al., (2025) 
emphasized that although teachers demonstrate positive attitudes toward student-
centered learning, barriers such as limited digital literacy and lack of time hinder effective 
implementation. However, these studies rarely focus on English language teaching 
specifically, and few compare implementation across school types (public vs private) 
within a single local context. 

The implementation of English teaching methods under the Merdeka Curriculum is 
complex and multidimensional. It involves teacher knowledge, beliefs, and external 
support systems (Abdallah, 2024). Moreover, teachers’ perceptions, including their 
cognitive understanding, emotional attitudes, and behavioral intentions, influence how 
they adopt and adapt new teaching methods (Gumartifa et al., 2023). Understanding how 
teachers in different school environments respond to curriculum innovation is essential for 
ensuring more equitable and effective language education practices. 

Therefore, this study aims to analyze the implementation of English language 
teaching methods based on the Merdeka Curriculum in junior high schools in Palopo. 

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Specifically, it explores (1) the teaching methods used in public and private schools, (2) the 
internal, external, and contextual barriers faced by teachers, and (3) teachers’ perceptions 
toward the methods they apply. By identifying these factors, the study seeks to contribute 
to the improvement of ELT practices and support more effective curriculum 
implementation. 

METHODS 

This study employed a mixed-methods approach with an explanatory sequential 
design, where quantitative data were collected and analyzed first, followed by qualitative 
data to provide deeper understanding (Othman et al., 2020). This approach was chosen 
because it allowed the researcher to explain the phenomenon of implementing English 
teaching methods based on the Merdeka Curriculum not only through numerical data but 
also through the lived experiences and perceptions of teachers in the field. The research 
was conducted at four junior high schools in Palopo City, consisting of two public schools 
(SMPN 3 and SMPN 4) and two private Islamic schools (SMPIT Insan Madani and SMPIT 
Ibnu Sina). These schools were selected purposively, considering that their varying 
institutional statuses and characteristics could reflect different levels of readiness and 
institutional support for implementing the Merdeka Curriculum. Each school was 
represented by one Grade VIII English teacher, resulting in a total of four teachers as the 
main informants in this study. 

Data were collected using three main techniques: classroom observation, 
questionnaire distribution, and semi-structured interviews. Observations were conducted 
twice at each school using a checklist containing 19 observation aspects, developed from 
constructivist theory by Vygotsky and Piaget, the language teaching approach by Richards 
& Rodgers, and key principles of the Merdeka Curriculum, such as active learning, 
differentiation, reflection, and project-based learning (Siregar et al., 2024). These 
observations were then analyzed qualitatively by narrating the findings descriptively and 
linking the observed teaching patterns with relevant theories and principles. Meanwhile, 
the questionnaire was used to explore the barriers faced by teachers in implementing 
teaching methods. It was developed in the form of a Likert scale and analyzed 
quantitatively using descriptive analysis. Items in the questionnaire were grouped into 
three main categories of barriers: internal barriers (related to teachers' readiness and 
competence), external barriers (such as management support, facilities, and training), and 
contextual barriers (including student characteristics, classroom conditions, and school 
socio-cultural context). To deepen the findings from the questionnaire and observation, the 
researcher conducted semi-structured interviews with all teachers. These interviews 
aimed to explore teachers’ perceptions regarding the implementation of English teaching 
methods, and were analyzed through three dimensions: cognitive (teachers' understanding 
of methods and the curriculum), affective (attitudes and beliefs toward implementation), 
and conative (intentions or behavioral tendencies), based on attitude theory from Triandis 
and Fishbein & Ajzen (Manickavasagam & Surwade, 2017). The interview guide was 
developed by the researcher and validated by an English language teaching expert from a 
public university in South Sulawesi. 

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In analyzing the data, the researcher used data source triangulation by combining the 
results from observations, questionnaires, and interviews to ensure accuracy and richness 
of information. The findings from all three instruments were compared to identify 
consistencies, complementarities, or even discrepancies between what teachers practiced 
and what they thought or felt. This approach enabled the researcher to obtain a more 
comprehensive picture of how English teaching methods were implemented under the 
Merdeka Curriculum in both public and private school settings. 

RESULTS 

The Implementation of English Language Teaching Method under Merdeka Curriculum 
in Public and Private School. 

This study aims to analyze the implementation of English teaching methods in the 
context of the Merdeka Curriculum. The research subjects are English teachers in grade VIII 
at four junior high schools in Palopo City, namely SMPN 3 Palopo, SMPN 4 Palopo, SMPIT 
Insan Madani, and SMPIT Ibnu Sina. Observations were conducted twice in each of the four 
schools to assess the implementation of the Merdeka Curriculum-based English teaching 
method. A total of 19 learning aspects were observed, but for the purposes of this article, 
only the main aspects representing the principles of active, contextual, and reflective 
learning are presented. These aspects also reflect the application of approaches such as 
Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), Communicative Language 
Teaching (CLT), as well as the use of digital media and differentiation practices. 

Table 1. Summary of learning aspect implementation based on observation 

 Key Aspects of Learning SMPN 3 SMPN 4 
Insan 

Madani 
Ibnu Sina 

Active participation of students in 
asking/answering questions  

√ √ √ √ 

Project-based learning, discussions, or 
presentations  

X √ √ √ 

Use of digital media (LCD, video, applications)  X √ √ X 

Providing space for reflection and student 
feedback 

√ √ √ √ 

Variations on lecture methods (discussions, 
demonstrations, CLT)  

X √ √ √ 

Adjusting tasks or materials to students' needs X X X X 

Mention or use of CP and ATP X √ X X 

Note : √ = Visible, X = Not Visible 

Table 1 shows that that private schools are more active in implementing innovative 
learning methods in line with the spirit of the Merdeka Curriculum, such as the use of 
digital media, reflective activities, and project-based learning. Meanwhile, public schools 
show limitations in terms of method variation and differentiation, and are not yet optimal 

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in using CP and ATP as learning references. 

Challenges Barriers by Teachers in Implementing Teaching Methods 

The questionnaire was used to identify the barriers faced by teachers in 
implementing the Merdeka Curriculum-based English teaching method. This instrument 
consisted of 18 statements with a Likert scale and was grouped into three categories of 
obstacles: internal, external, and contextual. The results were analyzed descriptively based 
on the average scores for each category in four schools. 

Table 2. Average teacher barrier scores in teaching method implementation 

School Internal Barriers External Barriers Contextual Barriers 

SMPN 3 Palopo 4.00 3.50 3.33 

SMPN 4 Palopo 3.25 2.88 2.67 

SMPIT Insan Madani 2.25 2.00 2.00 

SMPIT Ibnu Sina 2.00 2.25 2.17 

Likert scale: 1 (strongly disagree) – 5 (strongly agree) 

The data in Table 2 shows that internal barriers, such as limited understanding of 
innovative methods and low confidence in applying them, are most commonly faced by 
teachers in public schools. External barriers, such as lack of training, limited technological 
facilities, and weak managerial support, were also found to be quite high in the two public 
schools. Meanwhile, private schools showed relatively lower scores in all three categories, 
indicating better readiness and support in implementing the Kurikulum Merdeka learning 
approach.  

Teachers’ perceptions of the Implementation of English Teaching Methods Based on 
the Merdeka Curriculum. 

Interviews were conducted with four English teachers from each school to explore 
their perceptions of the implementation of English teaching methods in the Merdeka 
Curriculum. The interviews were analyzed based on three dimensions: cognitive 
(understanding), affective (attitude), and conative (intention/action). The interview results 
showed variations in understanding, emotional responses, and readiness between teachers 
in public and private schools.  

Table 3. Summary of interview themes based on perception aspects 

Aspect Findings 

Cognitive Most teachers were familiar with PBL, IBL, and Discovery Learning, although to 
varying degrees. Some had read about them or attended webinars, but only a few 
had fully implemented them in class. Teachers acknowledged the flexible and 
student-centered nature of the Merdeka Curriculum, but many still relied on 
traditional methods like lecturing due to limited understanding and experience. 
Teachers from private schools appeared more confident in applying active and 
contextual methods. 

Affective Teachers expressed a positive attitude toward the implementation of new teaching 

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methods, considering them effective for improving students’ English skills. They 
noted increased student engagement and enthusiasm during project-based 
activities. However, some teachers still felt uncertain due to lack of consistent 
results and limited support. Teachers from schools with stronger institutional 
backing (e.g., MGMP or in-house training) felt more prepared and motivated. 

Conative All teachers showed a strong intention to continue using innovative methods, even if 
not mandated. They emphasized the importance of making learning enjoyable and 
participatory. Some adapted the methods to suit time constraints, infrastructure, 
and student diversity, such as simplifying projects or using local collaborative 
models. Teachers also reported conducting informal reflections to evaluate and 
improve their teaching strategies. 

The table above shows that teachers from private schools have a stronger and more 
practical understanding of innovative teaching methods such as Communicative Language 
Teaching (CLT), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL). Teachers 
from SMPIT Insan Madani stated: 

“I have used PjBL before, for example when students made introductory videos. It was very 
effective.” 

This shows that they have already been practicing the Merdeka Curriculum approach, 
even before it was implemented nationally. On the other hand, teachers from public schools 
are still in the process of learning and understanding innovative methods. A teacher from 
SMPN 3 said: 

“I have heard and read a little about PBL and IBL, but in practice I don't really understand it 
yet.” 

This confirms that there is a gap between concept and practice in public schools that 
needs to be filled with more practical training. From an affective perspective, all teachers 
showed a positive attitude toward the Merdeka Curriculum.  

However, teachers from public schools felt confused about how to get started and 
were constrained by facilities, as expressed by a teacher from SMPN 4: 

“It's positive, but sometimes I don't know where to start.” 

Meanwhile, teachers from private schools feel that active methods are in line with the 
characteristics of their students and school culture. In the conative dimension, all teachers 
expressed their intention to implement innovative methods, but with conditions. 

 Teachers in public schools mentioned the importance of training and support from 
the principal. Teachers at SMPIT Ibnu Sina stated: 

“If I am given examples of lesson plans and modules, I will definitely try them.” 

Meanwhile, teachers from private schools emphasized that they will continue to apply 
innovative approaches, even if the curriculum changes. 

Overall, the interviews showed that readiness to implement the Merdeka Curriculum-
based teaching method was influenced not only by teachers' conceptual understanding, but 
also by their attitudes, beliefs, and the institutional support available. 

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DISCUSSION 

The findings of this study demonstrate that the implementation of English language 
teaching methods under the Merdeka Curriculum in junior high schools varies significantly 
between public and private school. Data collected through classroom observations, 
questionnaires, and interviews show that although some instructional practices align with 
the core principles of the Merdeka Curriculum namely active, reflective, differentiated, and 
contextual learning. The implementation remains inconsistent across different school 
contexts. 

Teachers in private schools, particularly at SMPIT Insan Madani and SMPIT Ibnu Sina, 
were more confident in applying methods such as Project-Based Learning (PjBL), Inquiry-
Based Learning (IBL), and collaborative learning. These schools successfully integrated 
creative student projects, open discussions, and the use of diverse learning media to 
promote engagement (Darmawanti, 2021). In contrast, teachers in public schools such as 
SMPN 3 and SMPN 4 primarily relied on Direct Teaching with limited student interaction. 
This discrepancy suggests a significant gap in implementation readiness between public 
and private schools, likely influenced by differences in institutional support, leadership 
autonomy, and access to resources. 

The questionnaire results revealed several challenges in implementing English 
teaching methods aligned with the Merdeka Curriculum. These barriers were categorized 
into internal, external, and contextual aspect. Internal barriers included limited 
understanding of innovative methods such as PjBL and IBL, reliance on traditional 
approaches, and low teacher confidence in designing reflective and student-centered 
learning (Bachtiar & Puspitasari, 2024). These issues were especially pronounced in public 
schools, with SMPN 3 reporting the highest average score for internal barriers. 

External barriers related to inadequate professional development, limited access to 
learning media, and weak school leadership support (Ng, 2018). Many teachers stated they 
had never received formal training on the Merdeka Curriculum and had to rely on 
independent learning. This lack of systemic support creates a disconnect between 
curriculum expectations and the actual instructional capacity of teachers. Meanwhile, 
private school teachers reported stronger support systems, such as regular in-house 
training, collaborative teaching forums, and access to digital tools. 

Contextual barriers arose from student characteristics and classroom realities. For 
example, some students were unaccustomed to group collaboration or lacked access to 
digital devices for project-based tasks (Lestari, 2023). Teachers also cited time constraints 
and dense schedules as challenges to implementing more exploratory activities. As one 
teacher remarked, “Not all students have smartphones, so I modified the project into a 
poster instead.” This highlights the teachers’ willingness to adapt active learning principles 
to fit local realities. 

Interviews with teachers provided deeper insights into their perceptions, responses, 
and intentions regarding the implementation of teaching methods based on Merdeka 
Curriculum. In terms of cognition, private school teachers demonstrated stronger 
understanding of student-centered approaches such as PjBL and IBL. They were able to 
describe practical classroom applications, such as having students create brochures, 

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perform dialogues, or carry out culturally contextualized activities. Public school teachers, 
however, were still exploring these methods and expressed a need for more structured 
guidance. 

In the affective domain, most teachers expressed a positive attitude toward the 
Merdeka Curriculum, noting increased student engagement and confidence when using 
interactive methods. However, teachers from public schools also expressed hesitation, 
citing inconsistent results and a lack of habitual use of reflective practices. 

In the conative dimension, all teachers expressed a willingness to continue 
implementing innovative teaching approaches, even if institutional support was limited. 
Teachers reported adapting methods to match student needs, available resources, and 
instructional time. Some simplified projects or substituted alternative activities to maintain 
student engagement while still fostering active learning. 

These findings reinforce the core of constructivist learning theory, particularly the 
need for scaffolding not only for students, but also for teachers (Siregar et al., (2024).  
Without sufficient support through professional development, learning communities, and 
technical mentoring, teachers may struggle to internalize and apply student-centered 
pedagogy in meaningful ways. Additionally, Fullan (2007) theory of educational change 
highlights that curriculum reform requires more than structural policy it requires 
equipping practitioners with the capacity to implement innovations effectively. When 
teacher autonomy is granted without parallel investment in pedagogical mastery, reversion 
to conventional methods becomes inevitable (Dakhalan & Tanucan, 2024). 

The study has several practical implications. First, it underscores the importance of 
strengthening institutional support, particularly in public schools, through targeted 
training, access to learning tools, and supportive leadership. Secondly, contextual 
adaptation such as integrating local cultural practices and flexible project formats should 
be encouraged to ensure that the Merdeka Curriculum remains inclusive and relevant to 
diverse classroom realities. 

Lastly, the results highlight the critical role of reflective teaching, digital literacy, and 
contextual sensitivity in bridging the gap between curriculum design and classroom 
implementation. As such, this study contributes to a growing body of knowledge that calls 
for integrative, teacher-centered strategies to ensure the success of curriculum 
transformation in English language teaching. 

CONCLUSION 

This study investigated the implementation of English language teaching methods 
under the Merdeka Curriculum across four junior high schools in Palopo, consisting of two 
public and two private institutions. The findings from classroom observations, 
questionnaires, and teacher interviews revealed significant variation in teaching practices, 
with private school teachers demonstrating greater readiness and innovation in applying 
student-centered, contextual, and active learning methods. Meanwhile, public school 
teachers were found to rely more on conventional approaches, often due to internal 
barriers such as limited understanding of alternative methods and external constraints like 
inadequate training and facilities. 

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The results also indicated that teachers generally held positive attitudes toward the 
Merdeka Curriculum, especially in terms of its potential to increase student engagement 
and learning relevance. However, the successful implementation of this curriculum was 
found to be highly dependent on the interplay between individual teacher competence, 
institutional support, and classroom realities. Internal, external, and contextual barriers 
must be addressed in a systemic way to ensure that policy expectations translate 
effectively into classroom practice. 

Given these findings, it is essential for educational stakeholders particularly 
curriculum designers, school leaders, and policymakers to provide ongoing training, 
mentoring, and access to teaching resources that support the development of innovative 
pedagogical practices. Encouraging reflective teaching and context-sensitive adaptation 
will further enable teachers to meet the goals of the Merdeka Curriculum and foster more 
meaningful, participatory English language learning experiences. 

ACKNOWLEDGMENT 

The authors would like to express their deepest gratitude to the four teachers 
participating in the research and the school for giving permission to conduct the research. 
Without the support and assistance of both parties, this research would not have been 
completed properly. 

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