AN ANALYSIS OF ENGLISH TEACHER’S DIFFICULTIES IN IMPLEMENTING MERDEKA CURRICULUM AT SMPN 07 BUKITTINGGI
ABSTRACT Fitri Khairani, 2321081 . An Analysis Of English Teacher’s Difficulties In Implementing Merdeka Curriculum At Smpn 07 Bukittinngi, Thesis, English Education Department. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. In an effort to support the successful implementation of the Merdeka Curriculum, this research focuses on identifying the difficulties faced by English teachers during the learning process. Although the curriculum promotes student centered learning, authentic assessment, and value-based education, teachers still encounter various difficulties in translating these ideals into daily classroom practices. These challenges include difficulties in interpreting broad learning outcomes into measurable objectives, facilitating reflective activities, and consistently conducting attitude assessments. The methodology used in this study was qualitative descriptive, aiming to explore the practical barriers experienced by teachers. Data were collected through interviews, classroom observations, and document analysis involving two English teachers. The analysis was conducted through data reduction, data display, and conclusion drawing. The results showed that teachers struggled with performance-based assessment design, limited instructional time, and lack of practical tools such as standardized rubrics or modules. Additionally, the curriculum's abstract nature and minimal operational guidance created confusion in daily planning. Despite these obstacles, the teachers demonstrated adaptive strategies to align their planning and assessments with the curriculum’s values. This indicates a growing, yet fragile, shift toward more holistic and student-focused learning within the framework of the Merdeka Curriculum.