http://jurnal.fkip-uwgm.ac.id/index.php/Script
P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
I m p l e m e n t a t i o n o f “ M e r d e k a B e l a j a r ” : E v o l v i n g L e a r n e r
A u t o n o m y a n d S p e a k i n g S k i l l t h r o u g h C u l t u r a l D i s c o v e r y
L e a r n i n g M o d e l
Rafiqa1, Raida Asfihana2, Muhammad Aswad3, Amreet Kaur Jageer Singh4
Universitas Sulawesi Barat, Indonesia1,3
Universitas Islam Negeri Antasari, Indonesia2
Sultan Idris Education University, Malaysia4
Email Correspondence: rafika@unsulbar.ac.id
Abstract
Background:
The current implemented curriculum is Merdeka Belajar Kampus Merdeka (MBKM). It highlights the
independence and freedom of the students in learning. MBKM is expected to overcome the learning loss after the
pandemic covid 19. This study intends to investigate the students’ learner autonomy and speaking skill after
implementing the cultural discovery learning model.
Methodology:
The study attempted Classroom Action Research (CAR). This research was conducted at Universitas Sulawesi
Barat for one semester in the Speaking for Professional. The number of research subjects was 20 students of the
English Education Department for the 2021 academic year.
Findings:
Based on the learning independence table in cycle 2, it shows that the average student confidence in learning,
whether it is expressing opinions, expressing ideas, asking questions or giving answers, is good. The data shows
that students are quite disciplined in learning, and also good at taking the initiative in the learning process.
Conclusion:
It can be concluded that the implementation of Merdeka Belajar through cultural discovery learning can increase
learning independence in the Speaking for Professional course for 4th-semester students of the University of West
Sulawesi. Moreover, the implementation of Merdeka Belajar through cultural discovery learning can improve the
English speaking skills of 4th-semester students of the University of West Sulawesi.
Originality:
This study focused on the Cultural Discovery Learning Model as one way to implement the MBKM curriculum.
The further researcher is expected to identify the students' perception of it and attempt another method to
implement the current curriculum.
Keywords : Merdeka belajar; learner autonomy; speaking skill; cultural discovery learning
DOI : https://doi.org/10.24903/sj.v8i1.1237
Received : January 2023
Accepted : March 2023
Published : April 2023
How to cite this
article (APA)
:
Rafiqa, R., Aswad, M., Asfihana, R., & Singh, A.K.J. (2023). Implementation of
“Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through
Cultural Discovery Learning Model. Script Journal: Journal of Linguistics and
English Teaching, 8(1), 54-72. https://doi.org/10.24903/sj.v8i1.1237
Copyright Notice :
Authors retain copyright and grant the journal right of first publication with the
work simultaneously licensed under a Creative Commons Attribution 4.0
International License that allows others to share the work with an acknowledgement of
the work's authorship and initial publication in this journal.
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55
Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
1. INTRODUCTION
Merdeka Belajar Kampus Merdeka (MBKM) is the latest breakthrough in the context
of curriculum development issued by the Minister of Education, Culture, Research and
Technology (Ainia, 2020; Baharuddin, 2021; Fuadi & Aswita, 2021; Marisa, 2021; Pangestu
& Rochmat, 2021; Sherly et al., 2020). Independent and freedom in the learning context at
educational institutions are the basis for Merdeka Belajar Kampus Merdeka (MBKM) (Fuadi
& Aswita, 2021; Sulistyo et al., 2022). This statement related to the concept of education by
Ki Hajar Dewantara, which states that education is based on the principle of independence, it
means that the God Almighty gives humans the freedom to organize their lives according to
the rules in society (Ainia, 2020; Istiq’faroh, 2020). Moreover, Ki Hajar Dewantara views
education as a driving force for students’ development, and education teaches them to achieve
change and benefit the surrounding environment (Ainia, 2020).
The Merdeka Belajar program aims to bring a revolutionary change in every facet of
the conventional educational system. When the teachers are allowed to be flexible in educating,
it will provide opportunities for the students to expand and evolve in ways tailored to their
individuality. Hence, each person has skills and capabilities distinct from those of their peers
(Sihombing et al., 2021). Additionally, the Merdeka Belajar emphasizes that the learning
process is not only limited to the classroom but can be carried out anywhere that can support
the learning process. In addition, the emphasis on the learning process is student character
building, which is implemented by educators and students able to communicate well and
interact with their learning environment (Marisa, 2021).
Furthermore, the policy of Merdeka Belajar is a step to transform education to realize
Indonesia's Superior Human Resources and mitigate learning loss after the Covid-19 pandemic
that has hit Indonesia for approximately two years. Independent learning is a form of
implementation of national character-building values, starting from revamping the education
system and learning methods (Ainia, 2020; Sherly et al., 2020). Independent and flexible
learning is one of the reasons for the success of implementing the MBKM curriculum in higher
education so that an innovative, realistic, varied, and autonomous learning environment can be
created for students (Baharuddin, 2021; Masitoh et al., 2019; Suwanti et al., 2022).
The concept of implementing Merdeka Belajar above, then one of the learning models
following the principle of independent learning is discovery learning. Brunner was the father
founding of the Discovery learning theory, it was proposed since 1961 and other researchers
have developed it. This model allows students to construct their learning and exposes pupils
to a structured experience first so they can deduce defining characteristics, ideas, or principles
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P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
on their own (Syarif et al., 2020). Additionally, discovery learning an instructional method
where pupils are initially introduced to a particular type of structured experience before being
given the topic of study in its completed state. This allows them to find defining characteristics,
concepts, principles, or processes inductively. This model emphasizes student activeness and
direct involvement and does not emphasize the results or grades to be obtained but rather the
effective learning process (Alfieri et al., 2011; Singaravelu, 2012). This model also requires
students to be more creative, imaginative, critical thinking, analytical, and able to solve their
own problems (Cahyani & Yulindaria, 2018; Gholamian, 2013; Indah, 2020; Martaida et al.,
2018).
Based on the results of a preliminary study conducted by researchers in this speaking
class, various problems faced by students in the learning process were found, such as lack of
motivation to learn, low learning independence, such as taking the initiative to learn on their
own outside the learning process, low English speaking skills and lack of confidence in
speaking English. However, English education students require to master the speaking skill.
Consequently, they need to elevate their skill to communicate and express their opinion and
thoughts to achieve their goals (Rao, 2019). Students must have good competence in speaking
for their future workplaces, personal lives, and social interaction (Rahman, 2010).
Moreover, Cultural Discovery Learning (CDL) is a new learning model initiated by
researchers after conducting dissertation research. CDL is a discovery learning model based on
local culture, especially Mandar culture. It is based on the learning content discussed in Mandar
culture so that students have direct involvement in the learning process and have experiences
related to learning content. This model is expected can make students more independent in
learning, especially in Speaking for Professionals Purposes.
It is related to the curriculum changes that require students to be more active, creative,
and experienced. Thus, initiating a learning model that suits the new curriculum and is
innovative is necessary. The lecturers applied Cultural Discovery Learning in the speaking
subject, and this model is expected to overcome the problems encountered by students in
learning, especially the problem of learning independence and improving English speaking
skills. The description above is the basis for researchers to conduct classroom action research
based on cultural preservation entitled Implementation of Merdeka Belajar through cultural
discovery learning in speaking for professional purposes courses for 4th-semester students at
West Sulawesi University to Increase students’ learner autonomy and speaking skill.
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
2. METHODOLOGY
This research applied the method of Classroom Action Research (CAR). Activities are
carried out through 4 stages: planning, acting, observing, and reflecting (Susilowati, 2018). The
targets of classroom action research are related to learning activities both in the classroom and
carried out directly or indirectly outside the classroom (Slameto, 2015). This research was
conducted at Universitas Sulawesi Barat for one semester in the Speaking for Professional class
D. The number of research subjects was 20 students of the English Education Department for
the 2021 academic year. The research model used is the model developed by Kurt Lewin
(Altrichter et al., 2002). Four stages were implemented in this research: Planning, acting,
observing, and reflecting.
The first stage was planning. This stage was carried out as; a) drawing up a schedule of
activities; b) arranging a Semester Learning Plan (RPS); c) drawing up teaching materials; d)
drawing up evaluation tools; e) creating an Educator and learner activity rubric; f) compile
student observation sheets. The second stage was implementation, which applied the learning
steps of the model that had been prepared. This stage consisted of three stages, namely; a) the
preparatory activity; b) core activities; c) the evaluation activity. This activity was held four
times. The third stage was observed. At this stage, student activity observations were carried
out by using observation sheets. The fourth stage was reflection. This stage was a review of
what had been achieved based on the data gathering and then evaluated to get improvement in
the next action.
The instruments were observation sheets and a speaking test. Observation sheets were
used to collect learner autonomy data and the test was to collect speaking skills data using
speaking skills rubrics. The following were indicators of learner autonomy:
Table 1. Indicators of Learner autonomy
Numb. Indicators Category Score
1
Confidence, Discipline,
Initiative, Responsibility,
Motivation
Very Good 5
2 Good 4
3 Good Enough 3
4 Not Good 2
5 Poor 1
If the score of students got the success indicators, the study is declared successful.
Indicators of improvement in speaking skills are as follows:
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April 2023, Vol. 8 No. 1
Table 2. Speaking Score
Alphabet
Score
Conversion
score
Range of score Success Rate
A
A-
4.00
3.75
85-100
80-<85
Successful (S)
Successful (S)
B+
B
B-
3.50
3.00
2.75
75-<80
70-<75
65-<70
Successful (S)
Unsuccessful (US)
Unsuccessful (US)
C 2.00 50-<65 Unsuccessful (US)
D 1.00 40-<50 Unsuccessful (US)
E 0 40 Unsuccessful (US)
3. FINDINGS
In the planning stage, lecturers prepared learning materials based on Mandar culture.
The materials prepared were mallatigi/kaweng, sayyang pattu'du, sandeq race, and panette'. In
addition, the learner autonomy observation sheet was also prepared, speaking test and speaking
rubric.
3.1. Cycle 1
In the implementation stage, the activities carried out in applying the Cultural
Discovery Learning model are implementing six learning steps for three meetings, namely: The
first meeting is 1) Stimulation (providing stimuli), 2) Problem Statement (statement/problem
identification), the second meeting is 3) Data Collection (data collection), 4) Data Processing,
5) Verification (proof/understanding), and the third meeting is 6) Generalization (concluding).
The learning actions were carried out in the following stages:
a. First meeting
Stimulation was done by showing some videos of Mandar culture. Lecturers also
asked questions related to Mandar culture to see the students' initial knowledge as
a prerequisite before entering the next stage and the lecturers did not forget to
motivate students to be actively involved in learning. In the next step, the lecturer
introduced how to learn with the Cultural Discovery Learning model and explained
what students must do. Furthermore, the lecturers divided the students into four
groups. Every group consisted of 5 students, group 1 got the theme mallattigi /
kaweng, group 2 with the theme sayyang patttu'du', group 3 with the theme sandeq
race, and group 4 got the theme panette'.
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
b. Second Meeting
The second meeting was conducted outside the classroom. The first, students
collected data through interviews with one informant who knew a lot about the
history of Mandar culture. In addition, students also document the Mandar cultural
activities related to their themes. The data was analyzed using descriptive qualitative
analysis. Furthermore, students made a documentary video of Mandar culture and
explained each of the cultural stages in the video using English.
c. Third Meeting
After data collection and analysis, students presented a documentary video of their
data results in the classroom. After the video playback, students explained Mandar
culture deeply in front of the lecturers and students using a combination of
Indonesian and English.
The next stage was observation. The observation was carried out from the beginning to
the end of the cycle I of the learning process to analyze the students' learner autonomy. It
contained: confidence, discipline, initiative, responsibility, and motivation. The last stage was
reflection. The reflection results showed that the lecturer did not provide clear instructions
regarding the technical and process of data collection and analysis. Hence, students only
conducted interviews with one informant and did not verify other informants, and when
students presented the findings by combining two languages, Indonesian and English. Based
on the above cycle, data related to learner autonomy is obtained as follows:
Table 3. Table Learner Autonomy
Numb. Indicators Score Range Category
1 Confidence 3 Good enough
2 Discipline 2.85 Not Good
3 Initiative 2.4 Not Good
4 Responsibility 2.5 Not Good
5 Motivation 3.05 Good enough
Table 4. Students’ Speaking Score
Numb. Score Success Rate
1 76 Successful (S)
2 66 Unsuccessful (US)
3 70 Unsuccessful (US)
4 77 Successful (S)
5 65 Unsuccessful (US)
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P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
Numb. Score Success Rate
6 71 Unsuccessful (US)
7 78 Successful (S)
8 74 Unsuccessful (US)
9 65 Unsuccessful (US)
10 79 Successful (S)
11 73 Unsuccessful (US)
12 70 Unsuccessful (US)
13 74 Unsuccessful (US)
14 75 Successful (S)
15 62 Unsuccessful (US)
16 76 Successful (S)
17 68 Unsuccessful (US)
18 66 Unsuccessful (US)
19 71 Unsuccessful (US)
20 73 Unsuccessful (US)
Total 1429 -
Mean 71.45 Unsuccessful (US)
Based on the table above showed that the average students’ confidence in learning,
whether it is expressing opinions, expressing ideas, asking questions or giving answers, is quite
good. The data showed that students lacked discipline in learning and were not good at taking
the initiative in the learning process. In addition, students have less responsibility in learning
but have quite good motivation. Furthermore, the student's English speaking skills test results
in cycle 1 showed an average score of 71.45. The score has not reached the learning
achievement standard of 75, so the learning achievement in cycle one was categorized as
Unsuccessful (TB).
3.2. Cycle II
Cycle II was the same implementation stage as cycle I. The activities carried out in
applying the Cultural Discovery Learning model are implementing six learning steps for three
meetings, namely: The first meeting is 1) Stimulation (providing stimuli), 2) Problem
Statement (statement/problem identification), the second meeting is 3) Data Collection (data
collection), 4) Data Processing, 5) Verification (proof/understanding), and the third meeting is
6) Generalization (concluding). The learning actions were carried out in the following stages:
a. First Meeting
Stimulation is done by showing some Mandar culture videos. The lecturer asked
questions related to Mandar culture to see students' initial knowledge as a
prerequisite before entering the next stage. The lecturer motivated students to be
61
Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
actively involved in learning. The lecturer introduced the Cultural Discovery
Learning model implementation in the next step and explained what students must
do. Furthermore, the lecturer divided students into 4 groups where each group
consisted of 5 students, group 1 got the mallattigi/kaweng theme, group 2 with the
sayyang patttu'du', group 3 with the sandeq race, and group 4 got the panette'. In
the first meeting, the lecturer explained to the students about data collection
techniques, data analysis, and data verification.
b. Second Meeting
The second meeting was conducted outside the classroom. First, students collected
data through interviews with more than one informants who knew a lot about the
history of Mandar culture and searched for supporting data from the internet. In
addition to interviews, students document the implementation of Mandar cultural
activities related to their themes. The data they got was analyzed using descriptive
qualitative analysis. The data was verified by several people who know the history
of Mandar culture. Furthermore, students made a documentary video of Mandar
culture and explained each of the cultural stages in the video using English.
c. Third Meeting
After data collection and analysis, students will present a documentary video of
data collection and analysis results. After the video screening, students explained
Mandar culture in front of the lecturer and students using English.
The next stage was observation. The observation was conducted from the beginning to
the end of the Cycle II learning process to record students' learner autonomy, including
confidence, discipline, initiative, responsibility, and motivation. The last stage was reflection.
The results of the reflection showed that the lecturer provided detailed instructions on the
technical process of data collection and analysis, so that students conducted interviews with
several informants and verified with other informants. The students revealed the explanation
in English.
Moreover, from cycle II in this study gained data on learner autonomy and speaking
scores below:
Table 5. Learner Autonomy Score
Numb. Indicators Score Range Category
1 Confidence 4.45 Good
2 Discipline 3.65 Good enough
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P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
Numb. Indicators Score Range Category
3 Initiative 4.75 Good
4 Responsibility 3.95 Good enough
5 Motivation 4.45 Good
Table 6. Speaking Sore
Numb. Score Success Rate
1 85 Successful (S)
2 91 Successful (S)
3 89 Successful (S)
4 83 Successful (S)
5 74 Unsuccessful (US)
6 89 Successful (S)
7 85 Successful (S)
8 89 Successful (S)
9 72 Unsuccessful (US)
10 85 Successful (S)
11 88 Successful (S)
12 81 Successful (S)
13 85 Successful (S)
14 84 Successful (S)
15 74 Unsuccessful (US)
16 85 Successful (S)
17 75 Successful (S)
18 72 Unsuccessful (US)
19 79 Successful (S)
20 78 Successful (S)
1643
82.15 Successful (S)
The learning independence table in cycle 2 shows that the average student confidence
in learning, whether it is expressing opinions, expressing ideas, asking questions or giving
answers, is good. The data shows that students are quite disciplined in learning, and also good
at taking the initiative in the learning process. In addition, students also have a fairly good
responsibility but have good motivation in learning. Data on the student's English speaking
skills test results in cycle 2 showed an average score of 82.15. The score has passed the learning
achievement standard of 75, so the learning outcomes in cycle two are categorized as
Successful (B).
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
3.2. Cycle III
Cycle III was needed to confirm the result of cycles before. It was the same
implementation stage as cycle I and II. The activities carried out in applying the Cultural
Discovery Learning model are implementing six learning steps for three meetings, namely: The
first meeting is 1) Stimulation (providing stimuli), 2) Problem Statement (statement/problem
identification), the second meeting is 3) Data Collection (data collection), 4) Data Processing,
5) Verification (proof/understanding), and the third meeting is 6) Generalization (concluding).
The learning actions were carried out in the following stages:
a. First Meeting
Stimulation is done by showing some Mandar culture videos. The lecturer asked
questions related to Mandar culture to see students' initial knowledge as a
prerequisite before entering the next stage. The lecturer motivated students to be
actively involved in learning. The lecturer introduced the Cultural Discovery
Learning model implementation in the next step and explained what students must
do. Furthermore, the lecturer divided students into 4 groups where each group
consisted of 5 students, group 1 got the mallattigi/kaweng theme, group 2 with the
sayyang patttu'du', group 3 with the sandeq race, and group 4 got the panette'. In
the first meeting, the lecturer explained to the students about data collection
techniques, data analysis, and data verification.
b. Second Meeting
The second meeting was conducted outside the classroom. First, students collected
data through interviews with more than one informants who knew a lot about the
history of Mandar culture and searched for supporting data from the internet. In
addition to interviews, students document the implementation of Mandar cultural
activities related to their themes. The data they got was analyzed using descriptive
qualitative analysis. The data was verified by several people who know the history
of Mandar culture. Furthermore, students made a documentary video of Mandar
culture and explained each of the cultural stages in the video using English.
c. Third Meeting
After data collection and analysis, students will present a documentary video of
data collection and analysis results. After the video screening, students explained
Mandar culture in front of the lecturer and students using English. The next stage
was observation. The observation was conducted from the beginning to the end of
the Cycle III learning process to record students' learner autonomy, including
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Script Journal: Journal of Linguistics and English Teaching
P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
confidence, discipline, initiative, responsibility, and motivation. The last stage was
reflection. The results of the reflection showed that the lecturer provided detailed
instructions on the technical process of data collection and analysis, so that students
conducted interviews with several informants and verified with other informants.
The students revealed the explanation in English.
Moreover, from cycle III in this study gained data on learner autonomy below:
Table 7. Learner Autonomy Score
Numb. Indicators Score Range Category
1 Confidence 4.5 Good
2 Discipline 3.95 Good enough
3 Initiative 4.8 Good
4 Responsibility 4.15 Good enough
5 Motivation 4.5 Good
The students’ learner autonomy on the table above shows that students’ confidence,
initiative, and motivation in learning were good. The data shows that students are quite
disciplined in learning, and also good enough responsible in learning. Furthermore, below is
table of speaking score of cycle III:
Table 8. Speaking Sore
Numb. Score Success Rate
1 85 Berhasil (B)
2 91 Berhasil (B)
3 90 Berhasil (B)
4 83 Berhasil (B)
5 76 Berhasil (B)
6 89 Berhasil (B)
7 88 Berhasil (B)
8 89 Berhasil (B)
9 76 Berhasil (B)
10 85 Berhasil (B)
11 88 Berhasil (B)
12 85 Berhasil (B)
13 85 Berhasil (B)
14 84 Berhasil (B)
15 78 Berhasil (B)
16 88 Berhasil (B)
17 79 Berhasil (B)
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
18 77 Berhasil (B)
19 85 Berhasil (B)
20 88 Berhasil (B)
1688
84.45 Successful (S)
Data on the student's English speaking skills test results in the last cycle showed an
average score of 84.45. The score has passed the learning achievement standard of 75, so the
learning outcomes in cycle III are categorized as Successful (B). This result implied that
students’ speaking scores elevated after implementing Cultural Discovery Learning Model. It
was evidenced that all students got successful categories. Moreover, figure below illustrates
the students’ learner autonomy from cycle I to cycle III:
Figure 1. Students’ Learner Autonomy
All indicators of learner autonomy have various results in each cycle. The comparison
result of cycle I and cycle II can be seen by all indicators. All indicators of the first cycle on 2-
3 categories, and the second and the third cycle on 3.5 to 4.5 categories. Based on the distinction
of the result above, it can imply that there is an improvement in students’ learner autonomy
from cycle I to the cycle III.
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
Confidence Discipline Initiative Responsibility Motivation
Students' Learner Autonomy
Cicle I Cicle II Cicle III
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P-ISSN: 2477-1880; E-ISSN: 2502-6623
April 2023, Vol. 8 No. 1
Figure 2. Students’ Speaking Score
Similar to figure 1, the above figure demonstrates that students’ speaking scores from
the first to the last cycle have been increasing. The mean score of first cycle was 71.45, it was
not a success since less than 75 students’ achievement standard. The mean score of the second
and third cycles were 82.15 and 84.45, and it was above 75, indicating that both results were
successful.
4. DISCUSSION
The findings of classroom action research based on cultural preservation show
differences in the learning process, which certainly affects the learners' autonomy and speaking
achievement. Failure to achieve competency standards in cycle 1 is something that often
happens in class action research, for this reason, cycle 1 is always an evaluation point before
continuing learning in cycle 2 (Slameto, 2015). Learner autonomy from five categories in cycle
1 is not good, but cycle 2 and 3 are good. In line with this study, learner autonomy requires
great responsibility on the part of the teaching participants to try to carry out various activities
to achieve learning goals (Fitriatun, 2020). Besides responsibility, high motivation and
discipline from students are needed in independent learning. Extrinsic and intrinsic motivation
plays a very important role because students are required to learn independently
(Swatevacharkul & Boonma, 2021; Yu, 2020). Students with high learning motivation and
discipline will try to manage their time and study schedule optimally to master the course
material they study. In addition, students' self-confidence will certainly trigger initiative in
learning independently.
The previous study supported this finding. This study reveals that implementing the
Cultural Discovery Learning model succeeded in increasing students’ leaners autonomy.
60
65
70
75
80
85
Cycle I
Cycle II
Cycle III
Students' Speaking Score
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
Regarding all aspects of learner autonomy, namely: confidence, discipline, initiative,
responsibility, and motivation are essential in the learning process. In that case, the researchers
attempted many ways to evolve the students’ learner autonomy (Borg & Alshumaimeri, 2019;
Rafiqa et al., 2019; Shi & Han, 2019; Swatevacharkul & Boonma, 2021), and the present study
releases the improvement of learner autonomy through cultural discovery learning
implementation.
Furthermore, learner autonomy is responsible for selecting the purpose, material,
pattern, and technique of their own learning, monitoring its progress, and assessing its results
(Ramadhiyah & Lengkanawati, 2019). Learner autonomy refers to the capability of the learner
to take responsibility for his or her own learning by identifying learning goals, determining the
materials and his progress, selecting methods and strategies, monitoring the acquisition
procedures, and assessing what has been acquired (EGEL, 2009; Ramadhiyah &
Lengkanawati, 2019). Furthermore, self-discipline, self-direction, and self-control are the
implication of learner autonomy (Syafryadin et al., 2022).
This reality does not only apply to offline classes but also happens in online classes.
For instance, the results showed that most students see online learning as independent learning
in which they must be aware of and motivated to learn on their own, responsible for their
learning, and self-directed and governed in their learning. They also thought that autonomous
online learning could help them learn how to solve problems, think critically, and take the
initiative to learn (Dalilan, 2021). Basically, several ways can evolve students' independent
learning, namely Self-Directed Learning (SDL). SDL is a learning strategy that emphasizes
the value of freedom in learning since it allows students to make options that best suit their
individual learning interests and needs (Nasri et al., 2020).
Autonomous Learner Process (APL) may be grouped into five emerging themes, and
the results showed a considerable increase in learner autonomy in the post-questionnaire. The
topics are as follows: (1) employing the strategies and making plans to improve their use; (2)
assessing the effectiveness of learning and assessment strategies; (3) developing the ability to
give and receive constructive feedback; (4) experiencing more positive emotions; and (5)
gaining a deeper sense of self-awareness and insight. We suggest several avenues for future
research (Boonma & Swatevacharkul, 2020).
Moreover, learners' autonomy can be attributed to a number of different causes, the
most prominent ones being highlighted here. Some of these elements were student participation
in class and allowing them to have input on matters such as course material, class activities,
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April 2023, Vol. 8 No. 1
the lesson plan, the method of assessment, and so on. It was determined that students need
opportunities for cooperative learning and learning from one another (Rafiqa & Yasim, 2019).
Additionally, there was an uptick in learner autonomy across the board, including but not
limited to the following areas: approach use, attitude, material interaction, social resource
utilization, and learner management (Tsai, 2021).
The second finding reveals the improvement of students’ speaking skills through
Cultural Discovery Learning implementation. It aligns with the result that the students
responded positively to all aspects of Discovery Learning and showed considerable
improvement in their knowledge of course material, particularly their ability to express
themselves verbally. This indicates pupils have become more engaged in their English lessons
since implementing Discovery Learning (Mufida et al., 2015). Teaching English by using
Discovery Learning also elevates students’ self-efficacy and reflective thinking. It was
evidenced by the previous study that discovery learning approaches successfully aim to foster
students' capacity for reflective thought and confidence in their abilities. Science and
technology promote better education in the classroom. It's essential to strike a balance between
the students' readiness to learn via discovery and the teacher's capacity to facilitate that process
(Listyotami et al., 2018).
The implementation of Merdeka Belajar supports the evolvement of students’ speaking
skills, because the students' capacity to talk improved when they were taught using the
independent learning approach, it is recommended that teachers use independent learning as
one of the strategies to improve students' speaking ability (Naibaho, 2019).
5. CONCLUSION
This study pointed to investigate the Cultural Discovery Learning model in improving
learner autonomy and speaking skill of the students in implementing MKM. Based on the
results of classroom action research, it can be concluded that implementing Merdeka Belajar
through cultural discovery learning can increase learning independence in the Speaking for
Professional course for 4th-semester students of the University of West Sulawesi. Another
essential point is the implementation of Merdeka Belajar through cultural discovery learning
can improve the English speaking skills of 4th semester students of the University of West
Sulawesi. The next researchers can conduct study related to developing the learning package
or model of Cultural Discovery Learning or implement this model in teaching other English
skills.
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Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill Through Cultural
Discovery Learning Model
Rafiqa, Raida Asfihana, Muhammad Aswad, Amreet Kaur Jageer Singh
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