The Implementation of the Merdeka Curriculum at Senior High School in Agam Cendekia

Implementasi Kurikulum Merdeka di Sekolah Menengah Atas Agam Cendekia

Abstract

This study aims to examine the initial implementation of the Merdeka Curriculum at SMA Negeri Agam Cendekia, Agam Regency, West Sumatra, with a focus on teachers’ perceptions of changes in administrative practices and instructional implementation. The data were collected through semi structured interviews with an English teacher and analyzed using a thematic analysis approach. The findings indicate that the school has begun implementing the Merdeka Curriculum through adjustments in instructional planning documents, including the transition from lesson plans (RPP) to teaching modules (Ajar Module) and from syllabi to Learning Objective Flow ( Learning Objective Flow (ATP)). Conceptually, the teacher perceived that the Merdeka Curriculum does not differ significantly from the previous curriculum. The use of technology in learning has started to be integrated; however, it is still constrained by limited
supporting facilities and unstable internet access. In addition, the impact of the curriculum on students’ independence, creativity,
and engagement has not been perceived as significant. Nevertheless, initial training provided for teachers serves as a supporting factor in the adaptation process. Overall, this study concludes that the implementation of the Merdeka Curriculum remains at an adjustment stage and requires improved facilities and continuous mentoring to achieve optimal implementation.