ANALYSIS OF CLASSROOM MANAGEMENT IN ENGLISH LEARNING THROUGH THE IMPLEMENTATION OF MERDEKA CURRICULUM AT THE EIGHTH GRADE
DOI:
https://doi.org/10.31851/6ef5xc69Keywords:
Classroom Management, English Learning, Merdeka CurriculumAbstract
This study investigated the implementation of classroom management in English learning and examined the challenges teachers encountered under the Merdeka Curriculum in the eighth grade of SMP Negeri 1 Gunungsitoli Idanoi. Employing a qualitative descriptive approach, data were gathered through observations, interviews, and documentation involving three English teachers and students across eight classes. The analysis applied Miles and Huberman’s framework of data reduction, display, and conclusion drawing. Findings revealed that classroom management was evident in areas such as lesson preparation, classroom organization, enforcement of rules, assessment, and group activities. Nevertheless, its execution was not yet fully effective. Teachers struggled with managing instructional time, arranging seating based on student needs, and promoting active participation in discussions. Moreover, the integration of digital resources and diverse teaching strategies remained underutilized. The study identified major challenges, including inadequate facilities, low student motivation, and teachers’ difficulties in differentiating instruction in accordance with Merdeka Curriculum principles. Despite these limitations, teachers consistently enforced classroom rules, demonstrated punctuality, and provided feedback to sustain learning. The research concludes that effective classroom management is vital to achieving successful English instruction and suggests that teachers adopt more adaptive and innovative practices to strengthen curriculum implementation.
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