Pendampingan Pengembangan Modul Ajar dengan Alur Merdeka bagi Guru Bahasa Inggris

Eko Suhartoyo; Hasan Busri

doi:10.29407/ja.v10i3.27672

Authors

Eko Suhartoyo Universitas Islam Malang https://orcid.org/0000-0002-4881-3997
Hasan Busri Universitas Islam Malang https://orcid.org/0009-0002-6106-8706

DOI:

https://doi.org/10.29407/ja.v10i3.27672

Keywords:

Lesson Plan, Merdeka Framework, English Language.

Abstract

English language learning in Indonesia continues to face challenges related to students’ low communicative competence, mainly due to the dominance of teacher-centered approaches. This community service program aimed to assist English teachers in developing innovative teaching modules based on the MERDEKA framework (Starting from Oneself, Concept Exploration, Collaborative Space, Contextual Demonstration, Understanding Elaboration, Interconnection, and Real Action). This framework integrates constructivist, collaborative, and contextual learning principles to enhance student engagement and learning outcomes. The program was conducted at the Islamic University of Malang, involving 25 English teachers from various educational levels across Greater Malang through three stages: preparation, training, and evaluation–follow-up. The activities included lectures, workshops, and micro-teaching simulations. Results showed that 90% of participants understood the MERDEKA concept and successfully developed contextual modules that fostered active student participation. The initial implementation increased student engagement by 35% and improved speaking and writing performance by 18%. This program contributes to transforming English language teaching toward a student-centered approach and strengthening teachers’ pedagogical competence. Moving forward, collaboration among stakeholders is essential to expand the implementation of the MERDEKA framework through supportive policies, innovation, and educational infrastructure.

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