ENGLISH TEACHER’S PROFESSIONAL DEVELOPMENT DURING MERDEKA CURRICULUM: A CASE STUDY

AYU, AULIA SABITA (2026) ENGLISH TEACHER’S PROFESSIONAL DEVELOPMENT DURING MERDEKA CURRICULUM: A CASE STUDY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The curriculum transformation in Indonesia through the implementation of the Merdeka Curriculum demands English teachers to continuously adapt and enhance their professional competencies through Teacher Professional Development (TPD) activities. This study aims to investigate how English teachers engage in professional development during the Merdeka Curriculum era and to analyze the impact of their participation in these professional development programs on their instructional performance in the classroom. This study employed a qualitative approach with a case study design. The research was conducted at SMP PG Bungamayang, North Lampung Regency. The research subject was selected using purposive sampling, consisting of an active English teacher who is directly involved in the implementation of the Merdeka Curriculum and has participated in TPD programs. Data collection techniques included semistructured interviews and supporting documentation, such as lesson plans. The collected data were analyzed using thematic analysis techniques. The results of the study indicate that participation in TPD programs has a significantly positive impact on the English teacher's instructional performance. There is a paradigm shift from a traditional, teacher-centered approach to interactive, student-centered learning. The teacher has begun implementing differentiated learning, continuous formative assessments, project-based learning (P5), and the integration of digital media. Furthermore, TPD programs successfully enhanced the teacher's reflective awareness, self-confidence, and pedagogical competence. Collaboration within learning communities, such as the MGMP and informal discussions at school, strengthens the teacher's adaptation process in implementing the Merdeka Curriculum. Despite facing challenges such as limited school facilities and diverse levels of students' English proficiency, the teacher consistently modifies and adjusts teaching strategies to suit classroom realities.

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