English Teachers’
Readiness in Implementing the Merdeka Curriculum State Junior High
School 1 Menyuke. Main Supervisor: Dr. Monika Widyastuti Surtikanti, M.Pd.
Landak Regency. Faculty of Teacher Training and Education, Universitas Katolik
Santo Agustinus Hippo.
The change of curriculum required a high level of readiness from teachers,
particularly English teachers, to adopt and apply teaching methods and strategies
aligned with the principles of the Merdeka Curriculum. The aim of this study was
to analyze the readiness of English teachers in implementing the Merdeka
Curriculum at SMPN 1 Menyuke. This research utilized a qualitative method with
a case study design. The sample consisted of two teachers, selected using purposive
sampling. Data were collected through observation, interviews, and documentation.
Data analysis involved data reduction, data display, conclusion drawing, and
verification.
Adapting Arif’s (2024) theory, the research findings revealed that: 1)
Cognitive readiness: English teachers understood the policies, concepts, and
structure of the Merdeka Curriculum. 2) Physical readiness: English teachers were
physically prepared to implement the Merdeka Curriculum. 3) Psychological
readiness: English teachers demonstrated strong psychological readiness, as shown
by their interest and motivation in implementing the Merdeka Curriculum. 4)
Financial readiness: The financial readiness was adequate, as the school had
provided sufficient and well-maintained facilities, although there was still a lack of
a language laboratory. Future researchers were encouraged to adopt a multi-site
approach to capture the diverse experiences and challenges faced by different
schools.