Abstract
Background: The implementation of the Merdeka curriculum emphasizes outcome-based English language learning in Indonesian upper secondary schools. However, limited research has specifically examined EFL teachers’ knowledge of English learning outcomes and their assessment practices in achieving curriculum objectives.
Objectives: The study aimed to explore (1) how EFL teachers understand English learning outcomes and (2) how they assess students’ success in achieving them.
Methods: A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire administered to 23 EFL teachers from public and private upper secondary schools in Eastern Jakarta, Indonesia. The data were analyzed using descriptive statistics. Qualitative data were obtained from narrative reflections and analyzed thematically to explain the quantitative findings.
Results: The results indicate that EFL teachers demonstrate a strong conceptual understanding of learning outcomes and apply diverse formative and summative assessments aligned with curriculum goals. However, challenges remain in operationalizing indicators for listening and speaking skills.
Conclusions: The study concludes that EFL teachers generally possess adequate knowledge of outcome-based English learning, although continuous professional development in assessment literacy remains necessary to strengthen consistent implementation.
First Page
151
Last Page
166
Recommended Citation
Apoko, T. W.,
&
Villarama, J. A.
(2026).
Unlocking EFL Teachers’ Knowledge of English Learning Outcomes in Merdeka Curriculum: A Mixed Method Study.
Jurnal Pendidikan dan Pembelajaran, 33(2), 151-166.
DOI: https://doi.org/https://doi.org/10.17977/2580-2313.1182
Available at:
https://citeus.um.ac.id/jpp/vol33/iss2/2
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