Abstract
This study aims to describe the planning, implementation, challenges, and solutions in English language teaching through the integration of the Merdeka Curriculum and deep learning at MAN 1 Praya. This study employs a descriptive qualitative design. The research subjects consisted of the school principal, English teachers, and students. Data were collected through questionnaires, observations, and interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings demonstrate that through training, workshops, Musyawarah Guru Mata Pelajaran (MGMP) or participation in the Subject Teacher Consultation Forum, and the creation of educational resources like Kurikulum Operasional Satuan Pendidikan (KOSP) or Operational Curriculum of Educational Units, teachers have prepared for the implementation of the Merdeka Curriculum and deep learning, Capaian Pembelajaran (CP) or Learning Outcomes, Tujuan Pembelajaran (TP) or Learning Objectives, Alur Tujuan Pembelajaran (ATP) or Learning Trajectory, and teaching modules. Learning implementation is conducted through three stages: initial, core, and closing activities, incorporating inquiry-based strategies, collaborative discussions, and authentic problem-solving to promote student engagement and critical thinking. Assessment is carried out through varied methods, including assignments, written tests, and oral tests, reflecting authentic assessment practices. However, several challenges remain, including difficulties in changing teachers’ mindsets, suboptimal implementation of differentiated instruction, limited resources, and the complexity of administrative tasks. The study proposes solutions such as continuous professional development, collaborative practices, and the integration of technology. Overall, the integration of the Merdeka Curriculum and deep learning demonstrates positive progress, although further refinement is still needed.