EFL TEACHERS’ PERCEPTIONS AND CHALLENGES IN IMPLEMENTING THE MERDEKA BELAJAR CURRICULUM

Abstract

This study investigates English as a Foreign Language (EFL) teachers’ perceptions and the challenges they face in implementing Indonesia’s Merdeka Belajar (Freedom to Learn) Curriculum. Using a mixed-methods design, the study surveyed 50 vocational high school English teachers and interviewed six selected participants in Cilacap, Central Java. Quantitative data were gathered using structured questionnaires based on three core indicators—concept, content, and implementation—while qualitative data were obtained through semi-structured interviews focusing on personal experiences and contextual obstacles.Results indicate that the majority of teachers perceive the curriculum positively due to its flexibility, student-centered approach, and potential to foster learner autonomy and 21st-century skills. Teachers appreciate the opportunity to adapt teaching methods and content to the needs of their students, making learning more relevant and meaningful. However, challenges such as limited infrastructure, teacher readiness, lack of continuous professional development, and student motivation remain significant obstacles. These issues are particularly prominent in vocational school contexts, where students often lack experience with independent learning.The study highlights the importance of ongoing support, collaborative professional environments, and practical training to ensure the successful and equitable implementation of the curriculum. Recommendations are made to enhance policy execution and empower teachers as key agents of educational transformation.