Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

This research investigates the impact of the Merdeka Belajar Curriculum on students’ motivation to learn English at MAN Palopo. As a newly introduced educational approach in Indonesia, the Merdeka Belajar Curriculum emphasizes student-centered learning, autonomy, and the development of individual interests and competencies. The study adopts a qualitative descriptive method, using observations, interviews, and documentation to gather data from English teachers and 11th-grade students involved in the curriculum implementation. Findings reveal that the curriculum has significantly influenced students’ motivation in learning English. Many students reported feeling more engaged, confident, and enthusiastic in participating in English learning activities. They also showed improvements in both their spoken and written English skills. Despite these positive outcomes, the implementation process faces several challenges, including inadequate school facilities, limited teacher preparedness, and a lack of ongoing professional development. Nonetheless, when implemented effectively, the Merdeka Belajar Curriculum has the potential to enhance students’ intrinsic motivation and foster a more meaningful English learning experience.

Keywords

English Language Learning Merdeka Belajar Curriculum Qualitative Study Student Motivation

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Mulyani, A. G., Santaria, R., & Jufriadi, J. (2026). The Implementation of the Merdeka Belajar Curriculum and Its Impact on Students’ Motivation in Learning English at MAN Palopo. FOSTER: Journal of English Language Teaching, 7(1), 1-10. https://doi.org/10.24256/foster-jelt.v7i1.266
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Afriantoni, Dhea, A.-Z. V., Sari, W., & Nuria. (2025). Analisis motivasi belajar siswa di era kurikulum merdeka. MANJERIAL: Jurnal Inovasi Manajemen Dan Supervisi Pendidikan, 5(1), 10–17.
  2. Ahmad Chandra Jaya, Edi Purwanta, Eva Imania Eliasa, Nur Sholihin, D. S. (2025). Pengaruh kurikulum Merdeka Belajar terhadap motivasi belajar sma di bantul Fakultas Ilmu Pendidikan dan Psikologi , Universitas Negeri Yogyakarta , Indonesia 5 Fakultas Ilmu Kesehatan , Universitas Respati Yogyakarta , Indonesia. DE_JOURNAL (Dharmas Education Journal), 6(1), 15–20.
  3. Astuti, M. T., Shalawati, S., & Hadijah, S. (2022). Learning english as a foreign language in indonesia: senior high school students’ motivation and challenges. AL-ISHLAH: Jurnal Pendidikan, 14(4), 7001–7016. https://doi.org/10.35445/alishlah.v14i4.2870
  4. Atay, D., & Kurt, G. (2010). The socio-educational model of second language acquisition: The Turkish context. Procedia - Social and Behavioral Sciences, 2(2), 3088–3093. https://doi.org/10.1016/j.sbspro.2010.03.470
  5. Braun, V., & Clarke, V. (2023). Thematic analysis : a practical guide. 1(2022), 143–145. https://doi.org/10.3138/cjpe.76737
  6. Bytyqi, B. (2021). Project-based learning: a teaching approach where learning comes alive. Journal of Teaching English for Specific and Academic Purposes, 9(4), 775–777. https://doi.org/10.22190/JTESAP2104775B
  7. De Simone, C. (2008). Problem-based learning: a framework for prospective teachers’ pedagogical problem solving. Teacher Development, 12(3), 179–191. https://doi.org/10.1080/13664530802259206
  8. Forrester, J. C. (2002). Thinking creatively ; thinking critically. 4(5), 100–105.
  9. Inayah Syah Putri Telaumbanua. (2024). Teachers’ perceptions of the implementation of english language learning in the merdeka curriculum. Jurnal Bima : Pusat Publikasi Ilmu Pendidikan Bahasa Dan Sastra, 2(1), 293–297. https://doi.org/10.61132/bima.v2i1.620
  10. Ministry of Education and Culture of. (2024). Kajian akademik kurikulum merdeka. Kemendikbud, 1–143.
  11. Muslim, M., Saputra, H. D., Setiawan, M. Y., Martias, M., & Nasir, M. (2021). The influence of project based learning on student’s intrinsic learning motivation. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 21(2), 105–118. https://doi.org/10.24036/invotek.v21i2.915
  12. Richards, J. C. (2006). Communicative language teaching paradigm. In Cambridge University Press (Vol. 1).
  13. Rohmah, A. L. (2025). English Teachers’ Readiness In Implementing Merdeka Belajar Curriculum. In Sustainability (Switzerland) (Vol. 11). Retrieved from https://pubmed.ncbi.nlm.nih.gov/28459981/%0Ahttps://doi.org/10.1016/j.resenv.2025.100208%0Ahttp://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps:
  14. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
  15. Syofyan, H., Rosyid, A., Fadli, M. R., & Yusuff, A. A. (2024). Teacher readiness factors that influence the implementation of the merdeka curriculum in elementary schools. Journal of Curriculum and Teaching, 13(5), 168–180. https://doi.org/10.5430/jct.v13n5p168
  16. Zendrato, I. F. (2024). An analysis of students’ achievement motivation in writing skill at uptd smp negeri 1 gunungsitoli utara indah. Journal of English Language Teaching, 11(2), 313–326.