ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine the perceptions of English teacher regarding the implementation in the Merdeka Curriculum in junior high school in Tarakan, specifically at SMPN 9 Tarakan, SMPN 8 Tarakan, and SMPN 1 Tarakan. This study uses a descriptive qualitative approach. The research subjects were three English teachers from the three schools. Data collection techniques were conducted through interviews and classroom observations. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that English teachers generally have a positive perception of the implementation of the Merdeka Curriculum. Teachers stated that the Merdeka Curriculum provides flexibility in designing learning experiences to meet students' needs and characteristics. This positive perception is reflected in teachers' enthusiasm to implement students-centered learning, use differentiation strategies, and develop students' creativity and independent learning. The challenges faced by teachers during the implementation of the Merdeka Curriculum are that limited school facilities are a major obstacle to the implementation of the Merdeka Curriculum, especially in English language learning, which requires media and technological support. Therefore, continuous support in the form of teacher professional development and improvement of school facilities is needed so that the implementation of the Merdeka Curriculum can run optimally in English language learning.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study examines how speaking assessment is carried out under the Merdeka Curriculum at SMP Muhammadiyah 2 Tarakan, with a focus on diagnostic and students. Using a descriptive qualitative design, data were gathered from document formative assessment practices and on how they are perceived by both the teacher and analysis (teaching modules and assessment rubrics), classroom observations, and semi- structured interviews. The participants were one English teacher and nine seventh- ability levels. The data were analyzed thematically, and credibility was strengthened grade speaking through source triangulation. The findings show that diagnostic and formative assessments were implemented in an organized and differentiated way, aligned with Merdeka Curriculum principles, through activities such as interactive games and paired dialogues. However, students' experiences did not always match the teacher's intentions. In particular, students reported that assessment criteria were not clearly communicated, and many experienced considerable speaking anxiety-both of which became major barriers. Even so, students felt that these classroom activities helped them participate more actively and gradually build confidence, which they associated with improvement in speaking. These results point to the need for clearer, more consistent communication of assessment rubrics and for structured instructional strategies that address affective factors, especially anxiety, so that formative assessment can work more effectively within a supportive and inclusive learning environment.
ThesisOpen AccessMetadata saja
2025•
This study aimed to determine the differences in students' speaking skills between the 2013 Curriculum and the Merdeka Curriculum among eleventh-grade students at SMAN 1 and SMAN 3 Malinau in the 2023/2024 academic year. A causal- comparative research design was employed with purposive sampling, involving students from SMAN 1 and 44 students from SMAN 3. Data were collected using the TOEIC Speaking Test and analyzed with SPSS version 26.0 through descriptive and inferential statistical procedures. As the data were not normally distributed, the Mann-Whitney U test was applied. The results showed no statistically significant difference between the two groups (U = 647.500, Z =-1.404, p= 0.160). The effect size was small (r = 0.157), indicating a small practical difference. Although students under the 2013 Curriculum (SMAN 1) achieved slightly higher mean score (M = 69.72) than those under the Merdeka Curriculum (SMAN 3) (M = 56.14), the difference was not statistically significant. These findings indicated that, despite a slight tendency for higher achievement under the 2013 Curriculum, both curricula produce relatively similar outcomes in students' speaking skills.
ThesisOpen AccessMetadata saja
2025•
The study aimed to identify the differences in writing ability scores of students using the 2013 curriculum and the merdeka curriculum in class XI at SMAN 1 and SMAN 3 Malinau during the 2023/2024 academic year. This study employed a comparative causal method, involving 65 eleventh-grade stusents at SMAN 1 Malinau and 52 eleventh-grade students at SMAN 3 Malinau, which utilised the purposive sampling technique. The researcher used questions adapted from the TOEIC Writing Skills by Collins. In analysing the data, the researcher used SPSS 26.0. The average score of students at SMAN 1 Malinau was 68.62 (Level 3 TOEIC proficiency), (Level A1-Beginner) based on the CEFR level. Meanwhile, the average score of students at SMAN 3 Malinau was 44.42 (Level 2 TOEIC proficiency), (Level A1-Beginner) based on the CEFR level. The Mann- Whitney test results showed a P-value of 3.415, which is higher than the significance level of 0.05. The study results showed a difference in the average writing scores of SMAN 1 Malinau who used the 2013 Curriculum and those at SMAN 3 Malinau who used the Merdeka Curriculum.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Kurikulum merdeka merupakan kurikulum yang diterapkan pada pendidikan di Indonesia saat ini. Terdapat beberapa pembaharuan atau perubahan dari kurikulum sebelumnya yang membuat guru kesulitan dan memerlukan waktu untuk adaptasi pada kurikulum merdeka. Kesulitan guru dalam menyusun modul ajar adalah salah satu masalah yang sedang terjadi pada kurikulum merdeka ini. Penelitian ini bertujuan untuk mengetahui kesulitan apa saja yang dialami guru dalam penyusunan modul ajar. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Hasil penelitian ini menunjukan bahwa guru mengalami kesulitan dalam penyusunan modul ajar. Letak kesulitan guru yang pertama adalah kesulitan memahami Profil Pelajar Pancasila yang mana faktor penyebabnya adalah keberagaman karakteristik siswa dan minimnya pengetahuan guru tentang profil pelajar Pancasila. Kedua yaitu kesulitan merumuskan capaian pembelajaran menjadi tujuan pembelajaran dan faktor penyebabnya adalah kurangnya kompetensi guru dalam merumuskan tujuan pembelajaran. Ketiga yaitu kesulitan dalam menentukan model dan metode pembelajaran yang faktor penyebabnya adalah sarana dan prasarana yang terbatas dan minimnya kompetensi guru dalam penggunaan teknologi. Keempat adalah kesulitan dalam menyusun asesmen diagnostic yang mana faktornya penyebabnya adalah tidak memiliki rubrik penilaian asesmen diagnostik. Selanjutnya asesmen formatif yang faktornya penyebabnya adalah keterbatasan waktu pembelajaran di kelas. Berikutnya asesmen sumatif yang mana kesulitannya terdapat pada pemberian nilai khususnya soal uraian. Oleh karna itu, diharapkan guru untuk terus meningkatkan pemahaman dan kompentensi dalam menyusun modul ajar serta diharapkan pihak sekolah dapat memberi dukungan seperti mengadakan pelatihan dan menyediakan sarana dan prasarana yang dibutuhkan dalam proses pembelajaran. The curriculum that is currently implemented in Indonesian schools is Merdeka curriculum. It takes time for teachers to adjust to Merdeka curriculum because of a number of updates or modifications from the latest curriculum. One of the issues with this autonomous curriculum at the moment is the challenge faced by teachers in creating lesson plans. The purpose of this study was to identify the challenges faced by teachers when designing the lesson plans. The method employed in this study was descriptive qualitative. The results of this study indicated that teachers experienced some challenges in compiling teaching modules. The first challenge of teachers was the difficulty in understanding the Pancasila Student Profile, the causative factors of which were the diversity of student characteristics and the lack of teacher knowledge about the Pancasila student profile. Second, the challenge in formulating learning outcomes into learning objectives and the causative factor was the lack of teacher competence in formulating learning objectives. Third, the challenge in determining learning models and methods, the causative factors of which were limited facilities and infrastructure and the lack of teacher competence in using technology. Fourth, the challenge in compiling diagnostic assessments, the causative factor of which was not having a diagnostic assessment rubric. Furthermore, formative assessments, the causative factor of which was the limited learning time in class. Next was the summative assessment where the challenge lied in giving marks, especially for descriptive questions. Therefore, the teachers are expected to continue to improve their understanding and competence in compiling teaching modules and it is expected that the school can provide support such as holding training and providing the facilities and infrastructure needed in the learning process.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to analyze the use of metalanguage in English reading texts used by students based on the Merdeka Curriculum at SMA Negeri 1 Tarakan. This study focused on the analysis of metalanguage in the textbook "Advanced English" published by the Ministry of Education and Culture. The research method was content analysis with a qualitative approach. Data were obtained through the identification and categorization of metalanguage elements contained in the reading text of the textbook. The results showed that this textbook integrates various elements of metalanguage, such as sentence structure, word classes, tenses, voice, modal auxiliary verbs, and other linguistic forms that support language understanding. However, it was also found that some metalanguage concepts have not been explicitly explained, which may affect students' understanding of English structures. This research is expected to contribute to the development of more effective learning strategies, especially in increasing students' linguistic awareness. Keywords: Metalanguage, Reading Text, Merdeka Curriculum, English Language Learning.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The Study aimed to find differences in students' reading skill scores between the 2013 Curriculum and the Merdeka Curriculum for Grade X1 students at SMAN 1Nunukan and SMAN 2 Nunukan in the academic year 2023/2024. This study used the causal-comparative method for SMAN 1 and SMAN 2 Nunukan, using the purposive sampling technique. This study used TOEIC as a reading test instrument. The researchers used SPSS program version 24.0 to analyze the data. The study result showed that the impact size value is 0,428 which means a big impact size, there are significant differences between the 2013 curriculum and the Merdeka curriculum. The factors that influence the 2013 curriculum are more dominant compared to the Merdeka curriculum, the teachers in the 2013 curriculum can create a comfortable and student-centered learning environment and students utilize technology in learning English, while teachers of the Merdeka curriculum are less proficient in learning, so that students in learning English do not master the spelling of words. Based on the above, there are dominant differences and SMAN 2 Nunukan is better.
ThesisOpen AccessMetadata saja
2024•
The purpose of this study was to investigate how the Merdeka Curriculum was implemented to teach English for seventh-grade students at SMP Negeri 3 Tanjung Palas. Descriptive qualitative research methodology was employed, and document analysis, observation, and interviews were used to gather data. Twenty-four students from seventh-grade and the English teacher participated in this study. Despite time constraints and a lack of clear communication about learning objectives, which could impact student understanding, the results demonstrated that teachers were quite flexible in managing their time and making sure learning objectives were met. In order to demonstrate concern for their students’ behaviour and study habits, teachers constantly urged them to participate fully in class discussions and adhered to the rules. These results showed that, in spite of these difficulties, the Merdeka Curriculum’s introduction in Grade 7A English classes improved student learning and instructors’ capacity to adjust to the new curriculum.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to describe the implementation of Merdeka Curriculum in English instruction and to find teachers’ problems during the implementation of Curriculum Merdeka in English instruction at class VII-I SMPN 2 Tarakan. In this research, the researcher used a qualitative descriptive method. The researcher collected the data through document analysis, observation, and interviews. The data were obtained from the observation of class VII-I and interviews with English teachers and students. The results of the research showed that the Merdeka Curriculum has been implemented in teaching English subjects. Teachers create the learning objectives flow and teching modules based on the Merdeka Curriculum, which are adapted to the characteristic of the learning unit. Teachers have also implemented the learning cycle and conducted assessments based on Merdeka Curriculum. The barries faced by teachers are that it is difficult to motivate students to be more independent, creative, courageous and critically correct and less differentiated in the delivery of learning.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine the differences in vocabulary mastery and grammar ability between eleventh-grade students taught under the 2013 Curriculum at SMAN 1 Malinau and those taught under the Merdeka Curriculum at SMAN 3 Malinau during the 2023/2024 academic year. A causal-comparative research design was used, with 31 students from each school selected through purposive sampling. The TOEIC test was employed as the instrument to assess both vocabulary mastery and grammar ability. Since the data were not normally distributed, further analysis was conducted using the Mann-Whitney U Test, with data processed using SPSS version 24.0. The findings revealed a significant difference in both vocabulary mastery and grammar ability between students from the two schools. Students at SMAN 1 Malinau, who followed the 2013 Curriculum, outperformed their peers at SMAN 3 Malinau, who were taught using the Merdeka Curriculum. Specifically, the mean score for vocabulary mastery was 69.55 for SMAN 1 Malinau students, compared to 45.61 for SMAN 3 Malinau students. Similarly, the grammar ability test results showed a mean score of 76.39 for SMAN 1 Malinau students, whereas SMAN 3 Malinau students averaged 43.35. The Mann-Whitney test confirmed these differences, with a p-value of 0.00. These results indicated that the 2013 Curriculum yielded better outcomes in vocabulary and grammar attainment than the Merdeka Curriculum. The differences observed in this study can be attributed to variations in teaching methods and instructional media used in the two schools.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine whether there was a significant difference in English speaking skill between the eleventh-grade students at SMAN 1 Nunukan, which applied the Merdeka Curriculum, and SMAN 2 Nunukan which implemented the 2013 curriculum. A causal-Comparative research design was employed, with a sample of 114 students selected through purposive sampling. The research instrument consisted of an 11-item speaking test adopted from TOEIC Collins Speaking Test. The data, thouh not normally distributed, were found to be homogeneous, and as a result, the Mann-Whitney U Test was used for analysis. The two schools, as indicated by a p-value pf 0.000. Students from SMAN 1 Nunukan following the Merdeka Curriculum, achieved a mean score of 125.32 corresponding on TOEIC level 6 and CEFR level B1 (Intermediate). In contrast, students from SMAN 2 Nunukan, using the 2013 Curriculum, averaged 92.12, placing them at TOEIC level 4 and CEFR level A2 (Elementary). The effect size was calculated at 0.361, indicating a medium-level difference between the groups. This difference in speaking skill might be attributed to the differences in the two curricula, with Merdeka Curriculum offering greater flexibility in teaching and learning approaches, whereas the 2013 Curriculum tended to be more structured and systematic.
ThesisOpen AccessMetadata saja
2024•
This study aimed to determine whether there was a significant difference in the grammar ability and vocabulary mastery of eleventh-grade students at SMAN 1 Nunukan, who were taught under the Merdeka Curriculum, and those at SMAN 2 Nunukan, who were taught using the 2013 Curriculum. Employing a causal-comparative research design, the study sampled 100 students using purposive sampling. The research instruments included the grammar and vocabulary tests which the test items were selected from listening an reading tests adopted from the TOBIC Collins test. Since the data were neither normally distributed nor homogeneous, the Mann-Whitney U Test was applied for statistical analysis. The findings revealed a significant difference in students' grammar ability between the two schools, with a p-value of 0.000. Students from SMAN 2 Nunukan, following the 2013 Curriculum, achieved a higher mean score of 93, compared to 82 for students from SMAN 1 Nunukan, who were taught using the Merdeka Curriculum. These results suggested that different teaching methods had a significant contribution to the improvement of students' grammar ability. In contrast, there was no significant difference in vocabulary mastery between students from both schools, with a p-value of 0.573. Despite the different instructional approaches, the vocabulary mastery of students in both groups remained relatively similar, with mean scores of 79 for SMAN 1 Nunukan and 76 for SMAN 2 Nunukan. This indicated that neither curriculum was notably more effective in enhancing students* vocabulary mastery. Keywords: Grammar, Vocabulary, Merdeka Curriculum, 2013 Curriculum
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to determine whether there was a significant difference in the writing skills of eleventh-grade students at SMA Negeri 1 Nunukan, which used the Merdeka Curriculum, compared to those at SMA Negeri 2 Nunukan, which adopted the 2013 Curriculum. A causal-comparative research design was employed, with a sample size of 114 students selected using a purposive sampling technique, this technique was chosen to ensure that the respondents have characteristics relevant to the research objectives. The research instruments included writing tests and interviews, in which the writing test questions were adapted from Collins' TOEIC Writing Skills. Due to the non-normal distribution of the data, the Mann-Whitney test was utilized to determine the differences between the groups. The results revealed a significant difference in the writing skills between the two groups. The mean score for students at SMA Negeri 1 Nunukan, which implemented the Merdeka Curriculum, was 144.04, placing them at a TOEIC proficiency level of 7 and at the B1-Intermediate level according to the CEFR levels. In contrast, students at SMA Negeri 2 Nunukan, who learned English under the 2013 Curriculum, had a mean score of 122.28, placing them at a TOEIC proficiency level of 6 and also within the B1-Intermediate level but noticeably lower. The Mann-Whitney test showed a p-value of 0.001, which was less than the significance level of 0.05, indicating a statistically significant difference. Furthermore, the effect size was calculated at 0.4312, indicating a medium effect. This disparity in writing skills is attributed to the differences in learning systems, with the Merdeka Curriculum proving more in enhancing students writing skills compared to the 2013 Curriculum.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study aimed to find differences in students' reading skill scores between the 2013 Curriculum and the Merdeka Curriculum for grade XI students at SMAN 1 Malinau and SMAN 3 Malinau in the academic year 2023/2024. This study used the causal comparative method with a sample of 55 eleventh-grade students at SMAN 1 Malinau and 51 eleventh-grade students at SMAN 3 Malinau, using the purposive sampling technique. This study used TOEIC as a reading test instrument. The researchers used SPSS program version 24.0 to analyze the data. The study results showed that there is a significant difference between students at SMAN 1 Malinau who use the 2013 Curriculum and students at SMAN 3 Malinau who use the Merdeka curriculum in reading skills. The results of the Mann-Whitney test showed the P-value of -5.922 is higher than the significance level of 0.05, which means that the students' reading skill scores have differences between SMAN 1 Malinau and SMAN 3 Malinau. The school facilities are one of the supporting factors in improving student learning outcomes. The more diverse the facilities used the better the impact on the learning process and student learning outcomes. Keywords: Reading, Reading Skills, 2013 Curriculum and Merdeka Curriculum
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to find out the strategies used by teachers in teaching English vocabulary in Merdeka Curriculum at seventh grade students of SMPN 5 Tarakan. The method used in this study was a descriptive qualitative method. The setting of this research was SMPN 5 Tarakan. The subject of this study was an English teacher who teaches seventh grade. Data were collected through observation and interviews. Based on the data analysis, the researcher found several strategies in teaching English vocabulary, namely using Pictures, Games, Dictionaries and Inquiry Based Learning. Based on the results of observations and interviews, showed that teachers used different strategies when teaching English in the classroom. The conclusion of this study revealed that there were several English vocabulary teaching strategies that are very useful for teachers when teaching, because by these strategies the teachers can know the limitations and characteristics of students. In addition, it is also recommended that English teachers must be more creative, develop and vary their strategies in teaching English vocabulary.
ThesisOpen AccessMetadata saja
2024•
Indonesia seeks to develop innovation throught the Merdeka Curriculum. This curriculum has been implemented as an alternative in all educated institutions. SMP Negeri 5 Tarakan is one of the schools that implements the Merdeka curriculum in accordance with the National Education Standards. This study aims to describe teachers’ persepctives on the implementation of phase D English learning outcomes assessment in the Merdeka Curriculum at SMP Negeri 5 Tarakan. The researcher used a qualitative design. This research uses interviews and documentation as data collection techniques. The informants in this study were teachers through interviews. The result of this study indicate that overall, teachers’ perspectives on the implementation of English learning in Phase D of the Merdeka Curriculum and are confident that with the right support and learning strategies, students can achieve English learning outcomes in Phase D and continue to develop their ability to use English in various context.
