Investigasi Strategi Pengajaran Metakognitif Guru dalam Mengimplementasikan Kurikulum Merdeka Di SMPN 26 Makassar = Investigating Teachers’ Metacognitive Teaching Strategies In Implementing Merdeka Curriculum at SMPN 26 Makassar

This study investigates English teachers’ Metacognitive teaching strategies in implementing the Merdeka Curriculum at SMPN 26 Makassar, with a focus on planning, monitoring, and assessment. It also explores the challenges teachers face during implementation. Adopting a mixed-methods design, the research is conducted in two phases. The first phase utilizes a Likert-scale questionnaire to gather quantitative data on teachers' understanding of curriculum structure, teaching strategies, and assessment practices. The second phase involved semi-structured interviews to deepen and contextualize the findings. Results indicate that teachers employ Metacognitive strategies by integrating flexible planning, digital tools, and student-centered approaches while actively monitoring student progress and promoting formative assessment. However, teachers face notable challenges, including limited training time or socialization, lack of readiness, and insufficient systemic support. These findings highlight the need for enhanced professional development, clearer curricular guidance, and stronger collaborative and reflective practices to support effective curriculum implementation.

Keyword : Metacognitive, Merdeka Curriculum, Implementation Challenges.