Exploring the Impact of Merdeka Curriculum with Deep Learning Approach on English Language Teaching Practices in Indonesian Secondary Schools

Salvia Neysa Syakira; Ismah Fitri Wijaya; Bhaswara Rahmadani; Ismalianing Eviyuliwati

doi:10.24235/eltecho.v10i2.23130

Exploring the Impact of Merdeka Curriculum with Deep Learning Approach on English Language Teaching Practices in Indonesian Secondary Schools

Salvia Neysa Syakira^(1*), Ismah Fitri Wijaya⁽²⁾, Bhaswara Rahmadani⁽³⁾, Ismalianing Eviyuliwati⁽⁴⁾,

(1) Syarif Hidayatullah State Islamic University Jakarta
(2) Syarif Hidayatullah State Islamic University Jakarta
(3) Syarif Hidayatullah State Islamic University Jakarta
(4) Syarif Hidayatullah State Islamic University Jakarta
(*) Corresponding Author

Abstract

This study explains the impact of the Merdeka Curriculum combined with a deep learning approach on English teaching methods at the Indonesian secondary school level. The data in this study were collected using qualitative methods, by collecting responses from 11 teachers using a Likert scale questionnaire and conducting semi-structured interviews with three teachers. The results of the study show that teachers consider the Merdeka Curriculum to be a more organized curriculum, particularly because of its simpler lesson planning framework and focus on conscious, enjoyable, and meaningful learning processes. Teachers also reported positive improvements in student participation and learning attitudes. However, there are still several major challenges related to the use of technology, self-learning, and self-discipline. In general, the shift from the Merdeka Curriculum to the Merdeka Curriculum with a Deep Learning Approach shows positive progress in teaching English.

Keywords

Merdeka Curriculum; Deep Learning; English Language Teaching; Teacher Perceptions

Full Text:

PDF

References

Ahmed, S. K. (2025). Using thematic analysis in qualitative research. ScienceDirect. https://www.sciencedirect.com/science/article/pii/S2949916X25000222

Aprilia, D., Izdihara, S. S., & Apoko, T. W. (2024). An evaluation of the implementation of Merdeka Curriculum policy in English lesson: A qualitative study in upper secondary school. Journal of English Teaching, Literature, and Applied Linguistics, 8(2), 193–198. https://doi.org/10.30587/jetlal.v8i2.6242

Arina, I., & Herlambang, Y. T. (2025). Implementation of Deep Learning in Independent Curriculum: Literature Study and Implications for Future Education. Cetta: Jurnal Ilmu Pendidikan, 8(4), 70-78.

Atasheva, G. (2024). The importance of English language in the formation of cross-cultural relations. American Journal of Philological Sciences, 4(2), 58–62. https://doi.org/10.37547/ajps/Volume04Issue02-11

Bhandari, P., & Nikolopoulou, K. (2022). Triangulation in research: Guide, types, examples. Scribbr. https://www.scribbr.com/methodology/triangulation/

Cooksey, R. W. (2020). Descriptive statistics for summarising data. PubMed Central. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7221239/

Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

EF (2024). EF English Proficiency Index 2024: Global ranking. EF Education First. https://www.ef.com/wwen/epi/

Efendi, T. A., & Arijanto, A. A. (2025). Exploring teacher agency and instructional practices in implementing the Merdeka Curriculum: A qualitative study of English language teaching in Indonesian senior high schools. Priviet Social Sciences Journal, 5(7), 33–42. https://doi.org/10.55942/pssj.v5i7.386

Fajariyah, L., Anggraini, C., Wahyudi, K., Ilahi, L. K., Sulasmi, E. A., & Kurniawati, T. (2025). Persepsi guru dan siswa dalam pembelajaran Bahasa Inggris berbasis Kurikulum Merdeka di SMP. JIIC: Jurnal Intelek Insan Cendikia, 2(8), 14259–14271.

Fazri. (2020). Tantangan belajar bahasa Inggris di sekolah pedesaan. https://ejournal.upi.edu/index.php/JER/article/view/28191

Flick, U. (2023). Triangulation in mixed methods research. ATLAS.ti. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.

Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin Press.

Hunaepi, & Suharta. (2024). Transforming education in Indonesia: The impact and challenges of the Merdeka Belajar Curriculum. Path of Science, 10(6).

Latifa, H., Ratih, K., & Maryadi, M. (2023). Implementing the Merdeka Curriculum in English language teaching: A study of teacher learning steps. Voices of English Language Education Society, 7(3), 640–651.

Lestari, M. B., & Margana, M. (2024). Communicative Language Teaching (CLT) implementation in Kurikulum Merdeka: A lesson from English teachers’ voices. JOLLT Journal of Languages and Language Teaching, 12(4), 1657–1672. https://doi.org/10.33394/jollt.v12i4.11266

Mahatma. (2024). 4C (BERPIKIR KRITIS, KOMUNIKASI, KOLABORASI DAN KREATIVITAS) SISWA MELALUI PENDEKATAN SAINS TEKNOLOGI DAN MASYARAKAT PADA PEMBELAJARAN IPS.

Ni’mah, F., Wafa, Z., & Sulistiyaningsih, E. F. (2024). The implementation of Merdeka Curriculum in English language teaching in high school. English Education and Literature Journal (E-Jou), 4(2), 99–106.

Novianti, E. (2023). The implementation of Merdeka Curriculum in English learning at SMA Negeri 1 Bukittinggi. https://doi.org/10.28926/briliant.v8i2.1201

Octaviana, N., Arif, A., & Syahadati, E. (2025). Teacher and students’ perception on the implementation of Merdeka Curriculum in teaching English. JELTE: Journal of English Language Teaching and Education, 6(1), 97–109.

Pade, R. C. (2023). Examining the impact of the Merdeka Curriculum on teaching English: A study of teachers’ perceptions in SMP Wahid Hasyim Malang.

Rakhmawati, & Imaniar, F. (2024). Secondary school English teachers’ viewpoints towards the implementation of Kurikulum Merdeka. IJET: Indonesian Journal of English Teaching, 13(1), 89–96.

Regional Educational Laboratory Central. (2025). Qualitative analysis activity. Institute of Education Sciences.

Rohmah, N. (2024). Teachers’ readiness in implementing the Merdeka Curriculum for English teaching. Journal of English Education Research, 12(1), 45–57.

Rohmah, Z. (2024). Indonesian EFL teachers’ beliefs and practices of intercultural communicative competence (ICC). Journal of English Teaching, Literature, and Applied Linguistics, 8(2), 439–469. https://doi.org/10.30587/jetlal.v8i2.6305

Sudrajat. (2015). Studi tentang pelaksanaan pengajaran bahasa Inggris di SD kota Tenggarong. https://cendekia.soloclcs.org/index.php/cendekia/article/view/49

Sullivan, G. M. (2013). Analyzing and interpreting data from Likert-type scales. PubMed Central. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3886444/

Surdiyantiningsih, A., Lestari, M., & Margana, M. (2025). Teacher agency and reflective practice in implementing the Merdeka Curriculum. Indonesian Journal of Language Teaching, 9(1), 33–49.

Surdiyantiningsih, N., Hersulastuti, H., Haryono, P., Setyadi, D. B. P., & Herawati, N. (2025). Teachers’ reflective practices and its impact on teaching and learning English in the implementation of Merdeka Curriculum. Journal of English Language and Education, 10(4), 1271–1280.

Zahwannisa, R., & Lubis, Y. (2025). The impact of Merdeka Curriculum on students’ interest in learning English. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 13(1), 1722–1734.

DOI: 10.24235/eltecho.v10i2.23130