Challenges and Experiences of English Teachers in Implementing Merdeka Belajar Curriculum in Rural Indonesia: A Case Study
Abstract
This study explores the challenges and experiences of English teachers implementing the Merdeka Belajar Curriculum (MBC) in rural Indonesian junior high schools. MBC introduces a flexible, student-centered approach to foster critical thinking and independent learning. However, rural teachers face significant challenges, including limited teaching resources, unreliable internet connectivity, and insufficient professional training. Using a qualitative case study approach, data were collected from six English teachers who teach in rural junior high schools in South Buton Southeast Sulawesi to gain insight into their adaptation strategies and obstacles. Findings reveal that the scarcity of materials and lack of technological support severely limit curriculum delivery, while inadequate training forces teachers to rely on self-directed learning, which may not fully prepare them for MBC’s demands. Despite these issues, teachers demonstrate adaptability by creating self-made resources and modifying lessons to meet student needs. This study highlights the importance of providing rural teachers with targeted resources, ongoing training, and community support to facilitate effective curriculum implementation. Addressing these needs is crucial to achieving MBC's educational goals and promoting equitable access to quality education in rural Indonesia.
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