Abstract:
VONY INDRIYANI. A Case of Teaching Strategies Based on The Implementation of The Merdeka Curriculum At Smpn 2 Sungai Pinyuh 2024/2025. Tadris English Study Program (TBI). Faculty of Tarbiyah And Teacher Training State Institute For Islamic Studies (IAIN) Pontianak Year 2025.
Advisor I: Dr. Istiqamah, S.Ag., MA. Advisor II: Vibry Andina Nurhidayah, S.Pd., M.Hum.
This research aims to investigate the teaching strategies employed by English teachers in the implementation of the Merdeka Curriculum at SMPN 2 Sungai Pinyuh. The study focuses on three main objectives: to identify the teaching strategies used during pre-activities, to explore the strategies applied in whilst-activities, and to examine the strategies implemented in post-activities within the framework of the Merdeka Curriculum.
A qualitative case study approach was employed to allow an in-depth examination of classroom practices in a real educational setting. Data were gathered through triangulation involving interviews with teachers and students, classroom observations, and analysis of teaching documents (Lesson Plan). This method provided a detailed and holistic understanding of the instructional strategies at each phase of learning.
The findings indicate that during the pre-activity phase, the teacher employed strategies such as preliminary discussions, contextual questioning, and group-based guidance to activate students’ prior knowledge and introduce the learning objectives. In the whilst-activity phase, strategies including the use of visual media (PowerPoint presentations, videos, and images), choral drilling, dialogue reading, role-play, and group discussions through LKPD (student worksheets) were implemented to support collaborative understanding of the material. Meanwhile, in the post-activity phase, the teacher conducted whole-class discussions, question-and-answer sessions, feedback delivery, learning reflection, and final assignments to reinforce students’ comprehension and prepare them for upcoming lessons. All of these strategies align with the core principles of the Merdeka Curriculum, which emphasize student-centered learning, contextual relevance, and differentiated instruction.
