DIAH ANGGUN APRIANTI Pengarang Yulfi, M.Pd. Dosen Pembimbing 2 Dr. Hamdan, M.Pd. Dosen Pembimbing 1 Agus Triyogo, M.Pd. Penguji 2 Sastika Seli, S.Pd., M.A. Penguji 1 Dr. Hamdan, M.Pd. Ketua Penguji DIAH ANGGUN APRIANTI Contributor

This research analyzes English teachers’ perceptions of the Merdeka Curriculum implementation at Sekolah Penggerak in Padang Ulak Tanding. A qualitative descriptive method was used, with data collected through questionnaires and interviews at three elementary schools: SD Negeri 20, SD Negeri 166, and SD Negeri 82 Rejang Lebong. The questionnaire, adapted from Perdana (2021), contained 37 guttman scale (agree/disagree) items, while interviews with three teachers provided deeper insights. Data were analyzed by calculating response percentages and thematically interpreting interview transcripts. Teachers agreed that the curriculum offers flexibility in lesson planning based on students’ needs, interests, and pace. It also promotes student centered learning, character development, and creativity. However, challenges remain, including the need for more training, limited resources, and heavier workloads for differentiated learning. Overall, teachers’ perceptions were positive, seeing the curriculum as beneficial for English teaching, though further support and resources are needed to maximize effectiveness. Keywords: English Teaching, Merdeka Curriculum, Sekolah Penggerak, Teachers’ Perception.