TEACHERS’ PERCEPTIONS TOWARDS MERDEKA CURRICULUM IMPLEMENTATION IN SENIOR HIGH SCHOOL LEVEL

Merdeka Curriculum, National Curriculum was designed as a response to Indonesia's recurrent under-performance in PISA and mitigation of the learning losses during the COVID-19. In this case, teachers are frequently forced to adopt curriculum changes without considering their perceptions. While teachers play an essential role in the curriculum implementation. This study uncovers teachers’ perceptions of the Merdeka Curriculum implementation and what factors influence such perceptions. This study used the narrative inquiry research method. The data were obtained using Narrative Framework Questionnaires (NFQ) and in-depth interviews with purposefully selected grade 10th and 11th teachers in MAN 3 Jombang. The data showed that teachers had both positive and negative perceptions. The study identified pedagogical and professional competencies as the primary factors influencing teachers' perceptions. The Merdeka Curriculum has the strengths to promote flexibility in teaching and learning processes, accommodate the diversity of students’ needs and interests through differentiated instruction, and enhance students’ spirit of competence and character. However, teachers also highlight the technical obstacles in Merdeka Curriculum implementation. Indeed, providing support for teachers in pedagogical and professional competencies is indispensable aims to implement the curriculum more effectively.