Abstrak
This research was aimed to find out the teacher challenges in teaching English in Merdeka Curriculum. This research was due to some problems. First, the challenges of teacher in using technology in the classroom. Second, the teacher lack of training or professional development in using Merdeka Curriculum. This research employs a qualitative approach to explore the challenges faced by English teachers in implementing the Merdeka Curriculum at SMAN 1 Banuhampu. The study uses a case study design, focusing on specific instances to gain a deep understanding of the phenomena. The primary informant is the English teacher, and data is collected through classroom observations and structured interviews. Observation involves non-participant video recordings of classroom interactions, while interviews use open-ended questions to gather detailed insights. Data analysis follows Sugiyono’s steps of data reduction, data display, and conclusion drawing, ensuring validity through methodological and data source triangulation. This approach aims to provide a comprehensive understanding of the teacher's challenges, enhancing the reliability and applicability of the findings. The implementation of the Merdeka Curriculum presents significant challenges for English teachers, particularly in preparing and giving lessons to accommodate different types of students. Teachers often need to prepare diverse materials to meet varied learning needs, requiring additional time and resources, typically managed outside regular school hours. They face difficulties in adapting teaching methods to different student types, often simplifying initial material difficulty to enhance comprehension. Furthermore, integrating technology in the classroom is challenging due to a lack of training and resources, creating a technological skills gap that can hinder lesson delivery and exacerbate educational inequities. To address these challenges, ongoing professional development, collaborative planning, adequate resource allocation, regular student feedback, robust support systems, and targeted technology integration training are essential for creating an effective and inclusive teaching environment under the Merdeka Curriculum.