The Implementation of ‘Merdeka Belajar’ Curriculum in the English Teaching Process

The purpose of this study is to describe the implementation process of the Merdeka Belajar curriculum in English teaching in the classroom. This research employs a qualitative descriptive method to analyze the data. The study was conducted at SMA N 1 Tilamuta, focusing on English subject teachers and 10th-grade students. The results indicate that only 4 out of 12 teaching activities were effectively implemented during the teaching process. The first activity involves teachers organizing learning based on students' needs while connecting it to real-world contexts, the environment, and cultures that interest students, achieving 94.4%. Next, teachers designed interactive learning to facilitate structured, integrated, and productive interactions between teachers and students, among students, and between students and learning materials, reaching 88.89%. Teachers also applied various teaching methods with a student-centered approach, achieving 72.22%. Finally, teachers assigned tasks to assess students' understanding of the material taught, with a result of 55.55%. The study concludes that the implementation of the Merdeka curriculum in English learning at SMA N 1 Tilamuta still has significant shortcomings in pre-activities, main activities, and post-activities.