Nurkhotimah, (2025) Exploring Teachers’ Perception of Emotional Literacy in Merdeka Curriculum: A Case Study. Bachelor thesis, S1 - Tadris bahasa Inggris UIN SSC.
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Abstract
The decline in students’ abilities to comprehend texts, think critically, and regulate emotions reflects deeper systemic challenges in Indonesia’s education system. These issues highlight the urgency of integrating both emotional and cognitive development into classroom practices. Emotional literacy, as the ability to recognize, understand, and manage emotions, is considered a key element in fostering meaningful learning and constructive social behavior. The Merdeka Curriculum introduces a holistic and student-centered approach aimed at developing students’ character and socio-emotional competence. This research aims to explore English teachers’ perceptions of emotional literacy within the implementation of the Merdeka Curriculum in junior secondary schools. It investigates how teachers perceive the relevance of emotional literacy to classroom practices, identifies the strategies they employ including reading for emotion in integrating emotional elements, and examines the challenges they face during implementation. This study applied a qualitative case study approach. Data were collected through surveys, semi-structured interviews, and document analysis involving two English teachers from a junior high school and a madrasah tsanawiyah in Cirebon. The results of the research show that teachers view emotional literacy as a vital component of English language teaching. It is integrated through reflective dialogue, character-based instruction, emotionally responsive interactions, and the use of reading materials designed to explore emotional content and student empathy. However, several obstacles hinder effective implementation. These include the lack of clear instructional guidelines, limited professional training in socio-emotional learning, and insufficient teaching tools such as audiovisual media or emotion-based activities. Some students also struggle to identify and express emotions due to the absence of structured support tools. These findings highlight the need for practical teaching frameworks, consistent teacher development programs, and accessible emotional learning resources. Strengthening these areas is expected to support the academic achievement and emotional resilience of students in alignment with the holistic goals of the Merdeka Curriculum.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Uncontrolled Keywords: | Emotional literacy, Merdeka Curriculum, Teacher Perceptions |
| Subjects: | Pendidikan > Pendidikan (Umum) |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > 3. Tadris Bahasa Inggris |
| Depositing User: | Eka Cahya Nugraha |
| Date Deposited: | 07 Aug 2025 02:02 |
| Last Modified: | 07 Aug 2025 02:02 |
| URI: | http://repository.syekhnurjati.ac.id/id/eprint/16676 |
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