The Analysis of the Merdeka Belajar Implementation in English at SMP Negeri 80 Jakarta

Zeno, Pinsensius Richard (2023) The Analysis of the Merdeka Belajar Implementation in English at SMP Negeri 80 Jakarta. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan melakukan analisis implementasi kurikulum Merdeka Belajar serta mengidentifikasi faktor pendukung dan penghambat dalam pembelajaran Bahasa Inggris di SMP Negeri 80 Jakarta. Metode yang digunakan adalah kualitatif deskriptif, dengan informan terdiri dari kepala sekolah, wakil kurikulum, guru Bahasa Inggris, dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan kurikulum Merdeka Belajar mampu menghadirkan pendekatan pembelajaran Bahasa Inggris yang lebih fleksibel dan mendorong partisipasi aktif siswa. Serta, kurikulum ini memberikan ruang untuk eksplorasi, diferensiasi materi, serta pengembangan keterampilan sosial dan akademik peserta didik. Namun, pemahaman terhadap komponen baru seperti Capaian Pembelajaran (CP), Alur Tujuan Pembelajaran (ATP), dan Projek Penguatan Profil Pelajar Pancasila (P5) masih berada pada tahap adaptasi. Penggunaan asesmen diagnostik sebagai dasar dalam perencanaan pembelajaran yang lebih tepat sasaran pada kurikulum ini. Siswa memberikan respons positif terhadap proses pembelajaran yang lebih interaktif, kolaboratif, dan kontekstual. Faktor pendukung implementasi antara lain kepemimpinan kepala sekolah yang visioner untuk menerapkan kurikulum di SMP Negeri 80 jakarta, serta dukungan kebijakan dari Dinas Pendidikan Provinsi DKI Jakarta mendorong warga sekolah untuk menerapkan kurikulum ini. Sementara itu, faktor penghambat mencakup kurangnya pemahaman guru terhadap konsep kurikulum yang relatif baru, sumber daya pembelajaran seperti buku ajar bahasa inggris berdasarkan kurikulum Merdeka Belajar masih belum ada, pelatihan dan seminar untuk guru terhadap konsep kurikulum Merdeka masih kurang atau cukup. Secara keseluruhan, keberhasilan penerapan kurikulum Merdeka Belajar sangat bergantung pada kesiapan, kolaborasi, dan pengembangan kompetensi guru secara berkelanjutan guna menciptakan pembelajaran Bahasa Inggris yang bermakna, adaptif, dan berorientasi pada siswa. Kata Kunci: Kurikulum Merdeka Belajar, pembelajaran Bahasa Inggris, implementasi, faktor pendukung dan penghambat, penelitian deskriptif kualitatif / This study aims to analyze the implementation of the Merdeka Belajar curriculum and to identify the supporting and inhibiting factors in English language learning at SMP Negeri 80 Jakarta. The research employed a descriptive qualitative method, involving informants consisting of the principal, vice principal for curriculum affairs, English teachers, and students. Data were collected through interviews, observations, and documentation. The results indicate that the implementation of the Merdeka Belajar Curriculum has introduced a more flexible approach to English language teaching, encouraging active student participation in the learning process. The curriculum also provides opportunities for exploration, material differentiation, and the development of students’ social and academic skills. However, understanding of the new components such as Learning Outcomes (LO), Learning Objective Flow (LOF), and Pancasila Student Profile Strengthening Project (P5) remains at the adaptation stage. The use of diagnostic assessment serves as an effective basis for designing more targeted learning plans. Students responded positively to the interactive, collaborative, and contextual learning environment fostered by this curriculum. Supporting factors include the visionary leadership of the school principal, which facilitates curriculum implementation, and the policy support from the DKI Jakarta Provincial Education Office, which encourages the school community to adopt the Merdeka Belajar framework. Conversely, inhibiting factors involve limited teacher understanding of the relatively new curriculum concepts, the unavailability of English textbooks aligned with the Merdeka Belajar Curriculum, and insufficient teacher training and workshops related to curriculum implementation. Overall, the success of the Merdeka Belajar Curriculum implementation highly depends on teacher readiness, collaboration, and continuous professional development to create meaningful, adaptive, and student-centered English learning experiences. Keywords: Merdeka Belajar Curriculum, English language learning, implementation, supporting and inhibiting factors, descriptive qualitative research

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