Self-Efficacy Akademik Siswa dalam Implementasi Kurikulum Merdeka di Kelas XI SMK Swasta Delisha

Academic self-efficacy is an important factor that influences students' beliefs in their abilities to overcome academic challenges and participate actively in the learning process. In the implementation of the Merdeka Curriculum, students' academic self-efficacy is essential for encouraging independent learning, active participation, and confidence in facing various learning demands. This study aims to analyze the academic self-efficacy of eleventh-grade students in the implementation of the Merdeka Curriculum at SMK Swasta Delisha during the 2025–2026 academic year, particularly regarding the strategies employed to improve students' academic self-efficacy and the role of teachers in supporting its development. This study employed a qualitative approach with a descriptive method. The research subjects consisted of two teachers and five eleventh-grade students at SMK Swasta Delisha. Data were collected through observation, interviews, and documentation. Data analysis involved data condensation, data display, and conclusion drawing and verification. Data validity was established through source triangulation and technique triangulation. The findings revealed that students' academic self-efficacy was developed through active involvement in discussions, presentations, question-and-answer sessions, and group activities; the provision of motivation and appreciation; the encouragement of independent learning; and the creation of a supportive learning environment that encouraged students to ask questions and express their opinions. Teachers also played important roles as learning planners, facilitators, motivators, feedback providers, and evaluators, helping students recognize their abilities and build confidence in facing academic challenges. In conclusion, the development of students' academic self-efficacy in the implementation of the Merdeka Curriculum is supported by active learning strategies and the optimal involvement of teachers in creating a learning environment that promotes students' independence, participation, and confidence in their academic abilities.