EVALUATING THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ENGLISH TEACHING AT MAN PALOPO

This study evaluates the implementation of the Merdeka Curriculum in English language teaching at MAN Palopo using the CIPP evaluation model (Context, Input, Process, Product). A qualitative approach was employed through semistructured interviews with two English teachers, classroom observations, and document analysis. Data were analyzed following grounded theory procedures: open coding, axial coding, and selective coding. The findings reveal that: (1) context – the curriculum goals align with the school’s vision and national policy, yet adaptation to local needs, student characteristics, and cultural diversity remains limited; (2) input – teacher training is largely policy-oriented with minimal
emphasis on practical application, while the use of digital facilities and learning resources is uneven and suboptimal; (3) process instruction remains predominantly teacher-centered, formative assessment is rarely applied, and student-centered as well as project-based learning practices are inconsistent; (4) product students demonstrate growth in soft skills such as collaboration, communication, and creativity, although academic achievement varies and has not fully met the expected learning outcomes. The study concludes that while the Merdeka Curriculum offers progressive aims, successful implementation requires stronger contextual adaptation, sustained professional development, adequate technological support, and consistent reflective practice. Theoretically, the research extends the application of the CIPP model to curriculum implementation in English teaching. Practically, it provides guidance for teachers and policymakers to refine implementation strategies, align resources with local contexts, and enhance both academic and non-academic student outcomes.

Keywords: Curriculum Evaluation, Merdeka Curriculum, CIPP Model, English Teaching