Taufik Ahmad Fahrudin. S892008016. 2024. EFL Teacher’s Perception on Students’ Learning Autonomy in the Implementation of Merdeka Belajar Curriculum. Thesis. First Consultant: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., Second Consultant: Dr. Endang Setyaningsih, S.Pd., M.Hum. English Education Department, Graduate School, Sebelas Maret University.

Learner autonomy is essential in encouraging the students become responsible for their own learning. However, teacher’s roles is still crucial to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. Merdeka Belajar curriculum provides concepts that are in line with learner autonomy. Therefore, it is essential to conduct a study of learner autonomy as perceived and experienced by EFL teachers in Merdeka Belajar Curriculum. The purpose of this study is to investigate (1) the teachers’ perceptions of learner autonomy, (2) teachers’ strategies and practices in promoting learner autonomy in Merdeka Belajar Curriculum and (3) the challenges in promoting learner autonomy faced by teachers. This qualitative study was conducted in senior high school in Surakarta and its surroundings that used Merdeka Belajar Curriculum. The data in this study were collected through questionnaire and semi-structured interview. 

The research explores learner autonomy in language learning from four perspectives: technical, psychological, political, and sociocultural. It suggests that learners can develop autonomy, especially in non-western cultures like Indonesian. Teachers use various strategies to promote learner autonomy, such as classroom-based, learner-based, resource-based, curriculum-based, and teacher-based approaches. However, challenges like lack of policies, limited student motivation, and reliance on instructors hinder this process. Institutions should grant more autonomy to both teachers and learners.