The effect of Merdeka curriculum implementation on students’ English learning motivation and interest
DOI:
https://doi.org/10.28918/erudita.v5i2.12070Abstract
Although many researches have examined its application of Merdeka curriculum, Indonesian current curriculum, in teaching practice, little research has examined its psychological impact on students, especially regarding their motivation and interest in learning English. Addressing this gap, this study investigates the impact of the implementation of the Merdeka curriculum on the motivation and interest of grade X students from one of the public high schools in Mancak, Serang, Banten, Indonesia. A quantitative survey research design was used using a structured questionnaire distributed to sixty-two students. The questionnaire consisting of twenty close-ended items was based on a four-point Likert scale to measure student motivation and student learning interest. The data were analyzed using descriptive statistics, including mean, standard deviations, frequencies, and percentages. The results showed that students were highly motivated and interested in learning English through the Merdeka curriculum. Students found learning English enjoyable, meaningful, and relevant to their lives. Future studies should include qualitative methods to gain deeper insights and involve schools from different regions to further validate the findings. This study offers empirical insights for educators and policymakers to improve English language learning by implementing a flexible and student-centered approach under the Merdeka curriculum.
Keywords:
References
Annisa, R. K., Hardiyanto, A., & Sumarno, S. (2023). Language learning motivation employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia. Premise: Journal of English Education and Applied Linguistics, 12(2), Article 2. https://doi.org/10.24127/pj.v12i2.7351
Aryati, K. F. (2023). The impact of Merdeka Belajar curriculum on English language teaching in International Institute of Business and Tourism. Edukasia, 4(2). https://doi.org/10.62775/edukasia.v4i2.507
Chen, R. (2022). Motivations of second language learning: Application of L2 motivational self-system in the EFL classroom. Journal of Higher Education Research, 3(1), 51–62. https://doi.org/10.32629/JHER.V3I1.638
Cheng, X., Xie, H., Hong, J., Bao, G., & Liu, Z. (2022). Teacher’s emotional display affects students’ perceptions of teacher’s competence, feelings, and productivity in online small-group discussions. Frontiers, 12. https://doi.org/10.3389/fpsyg.2021.795708
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Dewaele, J.-M., Saito, K., & Halimi, F. (2023). How foreign language enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics, 44(1), 22–45. https://doi.org/10.1093/applin/amac033
Ferdaus, S. A., & Novita, D. (2023). The implementation of the Merdeka curriculum in English subject at a vocational high school in Indonesia. Briliant: Jurnal Riset dan Konseptual, 8(2), 297–310. https://doi.org/10.28926/briliant.v8i2.1201
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Hardianti, M., & Murtafi’ah, B. (2022). Unveiling attitude and motivation of English education students toward English. Journal of English and Education (JEE), 37–46. https://doi.org/10.20885/jee.v8i1.23672
Harefa, M. M., Usman, H., & Lestari, I. (2024). Analysis of the implementation of the Merdeka curriculum in 3T areas (underdeveloped, frontier and outermost) (Elementary School in Namohalu Esiwa Sub-District). Jurnal Elementaria Edukasia, 7(1), 2195–2207. https://doi.org/10.31949/JEE.V7I1.8623
Irsyad, S. F., Syarif, H., & Zainil, Y. (2024). Flexible approach in English language learning curriculum design: Optimizing teaching in Merdeka curriculum. Eduvest - Journal of Universal Studies, 4(11), 9843–9852. https://doi.org/10.59188/eduvest.v4i11.43675
Jing, X., & Wei, X. (2023). Research on the relationship between emotional states and English learning. Pacific International Journal, 6(2), Article 2. https://doi.org/10.55014/pij.v6i2.400
Laoli, A. (2021). Improving English speaking skills through debate methods in junior high school students. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 5240–5246. https://doi.org/10.31004/edukatif.v3i6.1706
Latifa, H., Ratih, K., & Maryadi, M. (2023). Implementing the Merdeka curriculum in English language teaching: A study of teacher learning steps. Voices of English Language Education Society, 7(3), 640–651. https://doi.org/10.29408/veles.v7i3.24049
Lestari, K. F., & Kamariah. (2023). The motivation of learning English: A case study of junior high school students. Education and Human Development Journal, 8(2), 41–48. https://doi.org/10.33086/ehdj.v8i2.4973
Liu, S. (2021). The implication of Krashen’s affective filter hypothesis on college students' listening learning. Learning & Education, 10(8), Article 8. https://doi.org/10.18282/l-e.v10i8.3105
Nazim, M., Alzubi, A. A. F., & Fakih, A.-H. (2023). Exploring EFL student motivation and attitudes toward student-centered pedagogy and assessment practices: The EFL classroom instruction efficacy in context. Journal of Higher Education Theory and Practice, 23(17). https://doi.org/10.33423/jhetp.v23i17.6548
Ni’mah, F., Wafa, Z., & Sulistiyaningsih, E. F. (2024). The implementation of Merdeka curriculum in English language teaching in high school. English Education and Literature Journal, 4(2), 99–106. https://doi.org/10.53863/ejou.v4i02.996
Orfan, S. N. (2020). Afghan EFL students’ difficulties and strategies in learning and understanding English idioms. Cogent Arts & Humanities, 7(1), 1796228. https://doi.org/10.1080/23311983.2020.1796228
Putra, G. S. (2023). The misconception in differentiated instruction practices: A literature review. Open Journal of Social Sciences, 11(1), Article 1. https://doi.org/10.4236/jss.2023.111022
Putri, M. A. (2023). The correlation between students’ interest in learning English and their learning achievement at eleventh grade of MA Alfalah Simpang Kanan [Bachelor thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau]. Universitas Islam Negeri Sultan Syarif Kasim Riau. Repository. https://repository.uin-suska.ac.id/75353/
Rintaningrum, R., Fahmi, A., Nuswantara, K., Trisyanti, U., Yusuf, K., & Zahrok, S. (2023). Strengthening English language learning through an independent curriculum approach. International Journal of Science and Society (IJSOC), 5(5), 161–171. https://doi.org/10.54783/ijsoc.v5i5.875
Sahid, S. (2024). The influence of teachers’ personality on students’ motivation in learning English in West Papua: Based on university students’ perspective. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1). https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/4846
Sampelolo, R., & Kombong, M. T. (2022). The future of English language teaching and learning through Merdeka Belajar—Kampus Merdeka (MBKM): A systematic review. Klasikal: Journal of Education, Language Teaching and Science, 4(1), 40–46. https://doi.org/10.52208/klasikal.v4i1.118
Sari, T. V., & Muamaroh. (2024). The implementation of the Merdeka curriculum in learning English in senior high school: Case study. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(1), 28–35. https://doi.org/10.30605/onoma.v10i1.3047
Setyowati, S. (2025). The impact of curriculum changing on the students’ motivation in learning English (2013 Curriculum to Merdeka Curriculum) [Bachelor’s thesis, Faculty of Language, Social Science, and Sport Education]. http://eprints.unimudasorong.ac.id/id/eprint/617/
Supriyoko, Nisa, A. F., Uktolseja, N. F., & Prasetyo, Z. K. (2022). The nature-based school curriculum: A solution to learning-teaching that promotes students’ freedom. Cakrawala Pendidikan, 41(3), 643–652. https://doi.org/10.21831/CP.V41I3.47903
Tambunan, D. M., Tambun, Y. M., & Harahap, S. Y. (2024). Motivation and attitude of English language learning among nursing students. Malahayati International Journal of Nursing and Health Science, 6(7), 545–553. https://doi.org/10.33024/minh.v6i7.13253
Tandikombong, M., Manaya, E., & Sirande, N. (2025). The students’ interest in learning English: A study in the implementation of Merdeka curriculum. JOEEL: Journal of English Education and Literature, 6(1), 11–18. https://journal.stkippamanetalino.ac.id/index.php/bahasa-inggris/article/viewFile/430/198
Watem, Y., Nurteteng, & Setiawan, A. (2024). A comparative study of students’ motivation in learning English with Curriculum 2013 and Merdeka Curriculum. TEKILA: Journal of Language Teaching and Literature, 3(4), 240–248.
Wibowo, A. Y., Pratolo, B. W., Sari, O. W., Fahmi, F., & Ihsan, N. (2020). The strategies in building an active learning environment in English classroom: Pre-service teachers’ perceptions. Universal Journal of Educational Research, 8(12A), 7583–7595. https://doi.org/10.13189/ujer.2020.082544
Xie, Q. (2022). Applying problem-based approach in business English courses for China’s English majors. SAGE Open, 12(2). https://doi.org/10.1177/21582440221093349
Yang, G., Sun, W., & Jiang, R. (2022). Interrelationship amongst university student perceived learning burnout, academic self-efficacy, and teacher emotional support in China’s English online learning context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829193
Zha A comparative study of students’ motivation in learning English with Curriculum 2013 and Merdeka Curriculum ng, L., Li, Q., & Liu, W. (2022). A study on the effectiveness of college English teaching based on content-based instruction teaching philosophy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.921654
Zhang, W., & Hu, J. (2025). Effects of perceived English teacher support on student engagement among Chinese EFL undergraduates: L2 motivational self system as the mediator. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1607414
Downloads
Published
Article Statistics
Issue
Section
License
Copyright (c) 2025 Laili Inayatus Sholihah, Silvia Alfianti Lucky, Nurhaedah Gailea
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Erudita: Journal of English Language Teaching is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. An author who publishes in Erudita: Journal of English Language Teaching agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
