Challenges And Coping Strategies Of English Teachers In Facing The Transition Era From Curriculum 2013 To Merdeka Curriculum (A Quantitative Descriptive Study at Junior High Schools in Lebong Regency)

Rimalismadona, Rimalismadona and Noviyenty, Leffi and Hidayah, Jumatul (2026) Challenges And Coping Strategies Of English Teachers In Facing The Transition Era From Curriculum 2013 To Merdeka Curriculum (A Quantitative Descriptive Study at Junior High Schools in Lebong Regency). Sarjana thesis, INSTITUT AGAMA ISLAM NEGERI (IAIN) CURUP.

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Abstract

ABSTRACT Rimalismadona : Challenges and Coping Strategies of English Teachers in Facing the Transition Era from Curriculum 2013 to Merdeka Curriculum Advisor : Dr. Leffi Noviyenti, M. Pd Co-Advisor : Jumatul Hidayah, M. Pd This study was conducted to investigate the challenges faced by English teachers and the coping strategies they employed during the transition from Curriculum 2013 to the Merdeka Curriculum. The transition requires teachers to adapt to new pedagogical approaches, professional demands, and psychological readiness, particularly in implementing student-centered learning in diverse school context. This study employed a quantitative descriptive design using a survey method. The population consisted of 46 English teachers at public junior high schools in Lebong Regency, with 43 teachers selected as the sample through total sampling technique. Data were collected using a validated Likert-scale questionnaire comprising 33 items on challenges and 8 items on coping strategies. The data were analyzed using descriptive statistics by calculating percentages and interpretation levels. The findings revealed that English teachers experienced a moderate level of challenges across four dimensions: resource and technical challenges (68.8%), professional and institutional challenges (67.0%), pedagogical adaptation challenges (66.3%), and psychological challenges (65.4%). Meanwhile, the coping strategies employed by teachers were categorized at a high level, with emotion-focused coping reaching 97.1% and problem-focused coping 95.6%. In conclusion, although the transition from Curriculum 2013 to the Merdeka Curriculum presents multidimensional challenges, English teachers demonstrate strong adaptability and resilience. The combination of problem-focused and emotion-focused coping strategies plays a crucial role in helping teachers to deal effectively with the demands of curriculum change. Keywords: curriculum transition, Merdeka Curriculum, challenges, coping strategies

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Thesis (Sarjana)

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