English Teachers’ Perceptions and Challenges in Implementing Kurikulum Merdeka in Rural Schools: A Conceptual Analysis

Abstract

The Kurikulum Merdeka or Emancipated Curriculum represents a major educational reform in Indonesia, fostering resilience in the learning process using student-centred learning methods. However, implementing this new curriculum in rural areas encounters various challenges. This conceptual analysis examines English teachers’ perspectives and challenges in rural areas as they implement this new curriculum. Drawing on previous research findings, this study highlights teachers’ support for the curriculum goals, such as fostering students’ independence, critical thinking, and learning flexibility. While also identifying systematic barriers, such as inadequate infrastructures, professional training, and student readiness. The findings underscore the vital role of teacher agency in adapting curriculum to the local contexts, along with the need for circumstantial support systems. Recommendations included professional training enhancement, infrastructure equalization, local community engagement development, and ensuring that policymakers help bridge the gap between the curriculum vision and the reality faced in rural areas.