Exploring Teachers' and Students' Perceptions of the Implementation of the Merdeka Belajar Curriculum: A Theoretical Lens

Male, Hendrikus (2025) Exploring Teachers' and Students' Perceptions of the Implementation of the Merdeka Belajar Curriculum: A Theoretical Lens. ESBB : ENGLISH SCHOLARS BEYOND BORDERS, 11 (1). pp. 86-101.

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Abstract

In this study, I investigate the impact of bilingual instruction on undergraduate students' learningexperiences in a private university in East Jakarta. I employed qualitative research methods and conductedin-depth interviews with seven participants, whom I selected through purposive sampling based on theirengagement with bilingual education. My findings reveal that students generally perceive bilingualinstruction positively, emphasizing its role in enhancing their comprehension of complex concepts andparticipation in class activities. The use of both the mother tongue (L1) and the foreign language (L2)helped students overcome vocabulary limitations and boosted their confidence in language abilities.However, I also identified challenges, such as cognitive load due to frequent language switching andvarying levels of language proficiency among students. I found that bilingual instruction fostered culturalawareness and intercultural communication skills, preparing students for real-world interactions indiverse cultural contexts. Furthermore, I emphasize the importance of integrating interactive materialsand technology to make bilingual learning more engaging. While students appreciated the benefits ofbilingual instruction, they also suggested improvements, including more targeted support for studentswith lower proficiency levels and ongoing professional development for teachers. I conclude that withproper support and instructional strategies, bilingual education can significantly enhance both academicperformance and personal development, equipping students with critical skills for global engagement.

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