THE IMPLEMENTATION OF THE MERDEKA (BELAJAR) PRINCIPLES AND ITS IMPACT ON STUDENT’S MOTIVATION AT MAN PALOPO

This study investigates how the principles of Merdeka Belajar (Freedom to Learn) are implemented and how they influence students’ learning motivation at MAN Palopo. A qualitative case-study design was employed, using observation,
nterviews, and documentation. Participants consisted of two English teachers and ten eleventh-grade students, allowing for an in-depth exploration of a small group’s experiences. Findings reveal that applying Merdeka Belajar principles positively affects both intrinsic and extrinsic motivation. Intrinsic motivation arises from personal interest, enjoyment of learning, and the autonomy to choose topics or
learning methods, aligning with Self-Determination Theory (Deci & Ryan), which highlights the need for autonomy, competence, and social relatedness in fostering
internal motivation. Extrinsic motivation is shaped by teacher support, parental involvement, and achievement goals, which can gradually internalize when environmental support is perceived. Both forms of motivation manifest in
heightened enthusiasm, confidence, and active classroom participation. Overall, implementing the Merdeka Belajar curriculum effectively cultivates diverse motivations and fosters more active, independent, and meaningful English learning.
The study offers implications for teachers in designing instruction, for students in developing positive attitudes toward language learning, and for future researchers
interested in curriculum development.

Keywords: Education, Curriculum, Learning Motivation, English Language Learning, Merdeka Belajar