Exploring Teachers' and Students' Perceptions of the Implementation of the Merdeka Belajar Curriculum

The implementation of the Merdeka Belajar Curriculum in Indonesia represents a shift towards student-centered learning, emphasizing flexibility, interdisciplinary projects, and competency-based assessment. However, research on its practical implications remains limited, particularly in private junior high schools. Therefore, this study attempts to explore the perception and attitudes of teachers and students toward implementation of Merdeka Belajar curriculum, as well as the challenges and enablers they encounter. Thematic analysis revealed that both groups generally held positive attitudes toward the curriculum, particularly its potential to promote student engagement and independent learning. However, the study also found barriers, including limited technological access, increased administrative workload, unequal group participation, and insufficient teacher training. The findings underscore the importance of institutional support, targeted professional development, and equitable access to resources. The study provides practical implications for policymakers and educators by emphasizing the need for system-level support mechanisms to ensure successful and sustainable curriculum implementation.

Merdeka Belajar Curriculum; Administrative Workload; Independent Learning; Teacher Perceptions

1. Albarracin, D., Wang, W., Li, H., & Noguchi, K. (2008). Structure of attitudes, judgments, memory, and implications for change. In W. D. Crano & R. Prislin (Eds.), Attitudes and attitude change (pp. 19–39). Taylor & Francis Group. [Google Scholar] [Crossref]

2. Ajzen, I. (2005). Attitudes, personality, and behavior (2nd ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

3. Angga, S., Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini. (2022). Komparasi implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar. Jurnal BASICEDU, 6(4), 5877–5889. [Google Scholar] [Crossref]

4. Arief, A., Khasanah, A. D. N., Taryatman, T., & Rahim, A. (2023). Analysis of teacher readiness in the implementation of the independent curriculum in SDN Serut Baru Gedangsari Gunungkidul. Taman Cendekia: Jurnal Pendidikan Ke-SD-an, 7(1), 27–35. https://doi.org/10.30738/tc.v7i01.14771 [Google Scholar] [Crossref]

5. Baker, C. (1992). Attitudes and language. Multilingual Matters Ltd. [Google Scholar] [Crossref]

6. Barsalou, L. W. (1999). Perceptions of perceptual symbols. Behavioral and Brain Sciences, 22(4), 577–660. https://doi.org/10.1017/S0140525X99002149 [Google Scholar] [Crossref]

7. Bastian, A., Firdaus, M., & Rizky, R. (2023). The school readiness in implementing the Merdeka Curriculum in Pekanbaru: A survey of teachers and students' perspectives. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(4), 1162–1173. https://doi.org/10.33394/jk.v9i4.9321 [Google Scholar] [Crossref]

8. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Pearson Education. [Google Scholar] [Crossref]

9. Bulqis, D. B. (2023). Persepsi guru terhadap Kurikulum Merdeka pada mata pelajaran Pendidikan Agama Islam (PAI) dan Budi Pekerti (BP) di Sekolah Penggerak SMPN 1 Kemang Bogor [Undergraduate thesis]. Universitas Islam Negeri Syarif Hidayatullah Jakarta. [Google Scholar] [Crossref]

10. Calderón, J. B., & Morilla, G. C. (2018). Students’ attitude and motivation in bilingual education. International Journal of Educational Psychology, 7(3), 317–342. https://doi.org/10.17583/ijep.2018.3558 [Google Scholar] [Crossref]

11. Carder, M. (2007). Bilingualism in international schools: A model for enriching language education. Multilingual Matters Ltd. [Google Scholar] [Crossref]

12. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

13. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791 [Google Scholar] [Crossref]

14. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140 [Google Scholar] [Crossref]

15. Dewi, U. P., & Setiadi, C. J. (2018). Language attitude and language choice in bilingual academic learning environments. Lingua Cultura, 12(4), 369–373. https://doi.org/10.21512/lc.v12i4.4288 [Google Scholar] [Crossref]

16. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich College Publishers. [Google Scholar] [Crossref]

17. Efferi, A. (2017). Respon guru dalam menyikapi perubahan kurikulum: Studi kasus pada Madrasah Aliyah Negeri 1 Kudus. Quality, 5(1), 19–39. [Google Scholar] [Crossref]

18. Febrianningsih, R., & Ramadan, Z. H. (2023). Kesiapan guru dalam pelaksanaan Kurikulum Merdeka Belajar di Sekolah Dasar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 3335–3344. [Google Scholar] [Crossref]

19. Friston, K. (2010). The free-energy principle: A unified brain theory? Nature Reviews Neuroscience, 11(2), 127–138. https://doi.org/10.1038/nrn2787 [Google Scholar] [Crossref]

20. Garrett, P. (2010). Attitudes to language. Cambridge University Press. [Google Scholar] [Crossref]

21. Grayson, K., Brown, K., & Rodriguez, L. (2008). Quality Curriculum and School Systems: Widening the Lens of Student Engagement by. In Intercultural Development Research Association: Vol. XXXV (Issue 8). Intercultural Development Research Association. [Google Scholar] [Crossref]

22. Goldstein, E. B. (2014). Cognitive psychology: Connecting mind, research, and everyday experience (4th ed.). Wadsworth Publishing. [Google Scholar] [Crossref]

23. Gumulya, J., & Widiastuti, M. (2013). Pengaruh konsep diri terhadap perilaku konsumtif mahasiswa Universitas Esa Unggul. Jurnal Psikologi Esa Unggul, 10(1), 50-65. [Google Scholar] [Crossref]

24. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512 [Google Scholar] [Crossref]

25. Herwani. (2022). Peran guru sebagai pelaku perubahan. Educational Journal: General and Specific Research, 2(3), 391–396. [Google Scholar] [Crossref]

26. Huffman, L., Vernoy, M., & Vernoy, J. (2000). Psychology in action (4th ed.). John Wiley & Sons. [Google Scholar] [Crossref]

27. Idhartono, A. R., Badi’ah, L. I., Khairunnisaa, K. K., & Salsabila, I. B. (2022). Strategi praktek pembelajaran Kurikulum Merdeka. Kanigara, 2(2), 437–445. https://doi.org/10.36456/kanigara.v2i2.5982 [Google Scholar] [Crossref]

28. Ingersoll, R. M., & Collins, G. J. (2018). The status of teaching as a profession. In J. Ballantine, J. Spade, & J. Stuber (Eds.), Schools and society: A sociological approach to education (6th ed., pp. 199-213). SAGE Publications. [Google Scholar] [Crossref]

29. Jamilah, I., Murti, R. C., & Khotijah, I. (2023). Analysis of teacher readiness in welcoming the "Freedom to Learn" policy. Al-Ishlah: Jurnal Pendidikan, 15(1), 769–776. https://doi.org/10.35445/alishlah.v15i1.3085 [Google Scholar] [Crossref]

30. Jurado, B. C., & García, C. M. (2018). Students’ attitude and motivation in bilingual education. International Journal of Educational Psychology, 7(3), 317–342. https://doi.org/10.17583/ijep.2018.3558 [Google Scholar] [Crossref]

31. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Buku saku tanya jawab Kurikulum Merdeka. Kemendikbud. [Google Scholar] [Crossref]

32. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. [Google Scholar] [Crossref]

33. Lanos, M. A. (2014). Language attitudes in a multilingual and multicultural context: The case of autochthonous and immigrant students in Catalonia (Doctoral dissertation). University of Lleida. [Google Scholar] [Crossref]

34. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press. [Google Scholar] [Crossref]

35. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press. [Google Scholar] [Crossref]

36. Lincoln, Y. S., & Egon G. Guba. (1985). Naturalistic inquiry (Vol. 75). Sage Publications, Inc. [Google Scholar] [Crossref]

37. Mabwe, N. (2015). Curriculum Design and Society “A Hand in Glove” Relationship. International Journal of Sciences: Basic and Applied Research, 24(4),207–220. http://gssrr.org/index.php?journal=JournalOfBasicAndApplied [Google Scholar] [Crossref]

38. Marisana, D., Iskandar, S., & Kurniawan, D. T. (2023). Penggunaan platform merdeka mengajar untuk meningkatkan kompetensi guru di sekolah dasar. Jurnal basicedu, 7(1), 139-150. doi:https://doi.org/10.31004/basicedu.v7i1.4363 [Google Scholar] [Crossref]

39. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678 [Google Scholar] [Crossref]

40. Miah, M. (2023). Digital inequality: The digital divide and educational outcomes. ACET Journal of Contemporary Educational Research [Google Scholar] [Crossref]

41. Mikel, J., & Ardeo, G. (2003). Attitude towards English and ESP acquisition as an L2 or L3 at university. IBERICA, 109, 109–133. [Google Scholar] [Crossref]

42. Miladiah, S. S., Sugandi, N., & Sulastini, R. (2023). Analisis penerapan kurikulum merdeka di SMP Bina Taruna Kabupaten Bandung. Jurnal Ilmiah Mandala Education, 9(1). 312-318. [Google Scholar] [Crossref]

43. Mufti, A., Gusty, N., & Suwandi, S. (2023). Implementasi penilaian sikap Kurikulum Merdeka Belajar dalam pembelajaran Bahasa Indonesia: Studi kasus SMA Negeri 3 Surakarta. Gramatika, 11(1), 61–71. [Google Scholar] [Crossref]

44. Nation, I. P., & Macalister, J. (2010). Language curriculum design. Routledge. [Google Scholar] [Crossref]

45. Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2), 1–8. Retrieved from [Google Scholar] [Crossref]

46. https://www.asian-efl-journal.com/june_2003_pn.pdf [Google Scholar] [Crossref]

47. Nurhayani, I. (2016). Bilingualism, academic achievement, and language maintenance. Proceedings of International Conference on Language, Literary and Cultural Studies, 78–87. https://doi.org/10.217716/ub.icon_laterals.2016.001.1.04 [Google Scholar] [Crossref]

48. Nurmala, S., Hasyim, A., & Yanzi, H. (2017). Peranan guru terhadap sikap sosial siswa. Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung. Retrieved from https://media.neliti.com/media/publications/250004-peranan-guru-terhadap-perubahan-sikap-so-8cdf7b77.pdf [Google Scholar] [Crossref]

49. Reigeluth, C. M. (2016). Instructional theory and technology for the new paradigm of education. Revista de Educación a Distancia, 50(1), 1-18. [Google Scholar] [Crossref]

50. Rohayati, D. (2018). Analisis strategi pembelajaran bahasa dalam pembelajaran bahasa Inggris sebagai bahasa asing. Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis, 1(3), 269-280. [Google Scholar] [Crossref]

51. Rohmah, A. N., Sari, I. J., Rohmah, N. L., Syafira, R., Fitriana, & Admoko, S. (2023). Implementation of the “Merdeka Belajar” curriculum in the Industrial 4.0 era. International Journal of Research and Community Empowerment, 1(1), 22–28. https://doi.org/10.58706/ijorce.v1n1.p22-28 [Google Scholar] [Crossref]

52. Rudiawan, R., & Asmaroini, A. P. (2022). Peran guru pendidikan Pancasila dan Kewarganegaraan dalam penguatan profil pelajar Pancasila di sekolah. Jurnal Edupedia, 6(1), 55–63. [Google Scholar] [Crossref]

53. Saleh, M. (2020). Merdeka Belajar di tengah pandemi Covid-19. Prosiding Seminar Nasional Hardiknas, 51–56. [Google Scholar] [Crossref]

54. Saputra, D. W., & Hadi, M. S. (2022). Persepsi guru sekolah dasar Jakarta Utara dan Kepulauan Seribu tentang Kurikulum Merdeka. Holistika: Jurnal Ilmiah PGSD, 6(1). [Google Scholar] [Crossref]

55. Saraswati, D. A., Sandrian, D. N., Nazulfah, I., Abida, N. T., Azmina, N., Indriyani, R., . . . Lestari, I. D. (2022). Analisis kegiatan P5 di sma negeri 4 kota tangerang sebagai penerapan pembelajaran terdiferensiasi pada kurikulum merdeka. Jurnal Pendidikan MIPA, 12(2), 185-191. [Google Scholar] [Crossref]

56. Schacter, D. L., Gilbert, D. T., Nock, M., & Wegner, D. M. (2020). Psychology (5th ed.). Worth Publishers, Macmillan Learning. [Google Scholar] [Crossref]

57. Schweers, W. J. (1999). Using L1 in L2 classroom. English Teaching Forum, 37(2), 6–9. [Google Scholar] [Crossref]

58. Scott, D., & Morrison, M. (2006). Key ideas in educational research. Continuum International Publishing Group [Google Scholar] [Crossref]

59. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press. [Google Scholar] [Crossref]

60. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon. [Google Scholar] [Crossref]

61. Sunarni, & Karyono, H. (2023). Persepsi guru terhadap implementasi Kurikulum Merdeka Belajar di sekolah dasar. Journal on Education, 5(2), 1613–1620. [Google Scholar] [Crossref]

62. Susilowati, E. (2022). Implementasi Kurikulum Merdeka Belajar dalam pembentukan karakter siswa pada mata pelajaran Pendidikan Agama Islam. Al-Miskawaih Journal of Science Education, 1(1), 115–132. [Google Scholar] [Crossref]

63. Syaefudin, M., & Budisantoso, H. T. (2007). Sikap guru sekolah dasar di Kota Semarang terhadap perubahan kurikulum. Lembaran Ilmu Kependidikan, 36(2). [Google Scholar] [Crossref]

64. Tahaineh, Y., & Daana, H. (2013). Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International Review of Social Sciences and Humanities, 4(2), 159–180. [Google Scholar] [Crossref]

65. Taylor, L., & Taylor, M. M. (1990). Psycholinguistics: Learning and using language. Prentice Hall. [Google Scholar] [Crossref]

66. Thohir, L. (2017). Motivation in foreign language teaching and learning. Vision: Journal for Language and Foreign Language Learning, 6(1), 20–29. https://doi.org/10.21580/vjv6i11580 [Google Scholar] [Crossref]

67. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

68. Wenden, A. (1991). Learner strategies for learner autonomy. Prentice Hall. [Google Scholar] [Crossref]

69. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209. https://doi.org/10.1037/0022-0663.90.2.202 [Google Scholar] [Crossref]

70. Worchel, S., & Shebilske, W. (1989). Psychology (3rd ed.). Prentice Hall. [Google Scholar] [Crossref]

71. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). London: SAGE. [Google Scholar] [Crossref]

72. Yuzulia, I. (2012). A study on students’ motivation towards learning. ELTIN Journal, 9(1), 1–8. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study