In the English language teaching (ELT) framework, teachers are responsible for
providing essential and efficient learning experiences. Merdeka Curriculum
provides opportunities for students to explore their passions and capabilities while
incorporating technology into the learning process. Differentiated learning is a
strategy that offers an educational experience customized to each student's unique
needs, interests, and abilities. This research explores the extent of students' learning
progress and satisfaction in learning English through a varied learning strategy
within the Merdeka Curriculum framework and what obstacles teachers face while
implementing this learning. This research design uses a qualitative approach with a
data analysis case study method. Data were collected through observation and in
depth interviews conducted at MTsN 1 Kotawaringin Barat with 1 English teacher
and 15 students in grade 9. In this research, differentiated learning in the Merdeka
Curriculum benefits student learning progress and satisfaction, while teachers still
encounter time management and workload issues. However, teacher collaboration
is an essential aspect of successfully implementing this approach. The study's
findings were probably intended to assist teachers in designing a more flexible and
oriented approach to students' needs within the context of the Merdeka Curriculum.