TEACHERS' PERCEPTION OF THE MERDEKA CURRICULUM IMPLEMENTATION IN ENGLISH VOCABULARY TEACHING AT RURAL ELEMENTARY SCHOOLS

Fatmasari, Ariska Dwi (2024) TEACHERS' PERCEPTION OF THE MERDEKA CURRICULUM IMPLEMENTATION IN ENGLISH VOCABULARY TEACHING AT RURAL ELEMENTARY SCHOOLS. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Fatmasari, Ariska Dwi. 2024. Teachers' Perception of the Merdeka Curriculum Implementation in English Vocabulary Teaching at Rural Elementary Schools. Skripsi, English Education Department, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Meiga Ratih Tirtanawati, M.Pd., (II) Chyntia Heru Woro Prastiwi, M.Pd. Keywords: Merdeka Curriculum, Teachers' Perception, English Vocabulary Teaching Merdeka Curriculum is a new policy in the Indonesian education sector that aims to give teachers and schools the freedom to design learning that suits students' needs and abilities. This study aims to find out teachers' perceptions of the implementation of the Merdeka Curriculum in English vocabulary lessons in rural primary schools. The research method used is descriptive qualitative research. Data were collected through in-depth interviews with 3 classroom teachers in each primary school in rural areas that have implemented the The Merdeka Curriculum. The results showed that teachers have a positive perception of the implementation of the Merdeka Curriculum in English vocabulary lessons in rural primary schools. Teachers feel that the Merdeka Curriculum gives them the freedom to design learning that is more creative and innovative, and more in line with students' needs and abilities. The findings of this study suggest that the Merdeka Curriculum has the potential to improve the quality of English language learning in primary schools. However, further support is needed from the government and schools to assist teachers in implementing the Merdeka Curriculum effectively.

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