Exploring English Teachers’ Voices On The Curriculum Changes From K13 To Kurikulum Merdeka

This study explores English teachers’ voices on the transition from the 2013 Curriculum (K13) to the Kurikulum Merdeka at MTsN 1 Model Banda Aceh. The study aims to examine teachers’ perspectives, challenges, and strategies in adapting to curriculum change. A qualitative descriptive approach was employed, and data were collected through semi-structured interviews with four English teachers who had experience implementing both curricula. The findings reveal that teachers perceive Kurikulum Merdeka as both progress and challenge. While the curriculum provides greater flexibility and supports student-centered learning, teachers also experienced challenges related to adaptation, understanding new curriculum concepts, developing teaching materials, technological and administrative demands, and managing diverse student characteristics. To address these challenges, teachers employed various strategies such as continuous self-learning, participation in training and professional discussions, collaboration with colleagues, and classroom-based instructional adjustment. The findings indicate that teachers play active roles in interpreting and implementing curriculum change. Therefore, the successful implementation of Kurikulum Merdeka depends not only on curriculum design but also on teachers’ adaptability, professional development, and institutional support.