The Merdeka Belajar curriculum was one that gave educators the freedom to create high-quality learning that met the needs and environment of their learners. The purpose of this study was to provide an overview of the implementation of the Merdeka Belajar curriculum in reading comprehension instruction and to identify the problems faced by teachers in applying the Merdeka Belajar curriculum in reading comprehension instruction in SMKN 2 Kota Kediri. This study used a descriptive qualitative research design to collect factual data about an event or phenomenon directly from the field. Subject of the study was an English teacher at SMKN 2 Kota Kediri. Researchers used observation and interviews as data collection methods. Based on the research results, the implementation of the Merdeka Belajar curriculum in SMKN 2 Kota Kediri was successful in accordance with the governments regulations. The researcher found several phases that English teachers used in their teaching and learning activities. The process of implementing the Merdeka Belajar curriculum has three stages: planning, implementation, and evaluation. At the planning stage before starting the learning process, the teacher analyzes the Learning Achievements (CP), formulates the Learning Objectives (TP) and prepares the Learning Objectives (ATP). Designed the module Teach according to students motivation, interest, and interests. Personnel with conditions applicable to the school based on the format and government regulations. In the implementation phase, the teaching and learning process of Merdeka Belajar curriculum included her three activities: her activities before class, during class and after class. The in-class phases included genre-based learning activities through the Building Domain Knowledge (BKoF), Modeling of Text (MoT), Cooperative Construction of Text (JCoT), and Independent Construction of Text phases (ICoT). Teachers also used the learning cycle Merdeka Belajar curriculum. Teachers assessed students using formative and summative assessments that considered attitudinal, social, and emotional criteria holistically, without segregating students between assessments. The problem faced by teachers is that development is still needed to design differentiated learning based on students individual needs, and through these teachers also differentiate students personalities. It was difficult to develop learning.

Nafik , Mohammad .   (2024). The Implementation Of Merdeka Belajar Curriculum In Teaching Reading Comprehension At SMKN 2 Kota Kediri. IAIN Kediri