The use of English textbooks in junior high school level in Indonesia
still faces several challenges, one of which is that the content is often considered
too complex for students to comprehend. This study explores the perceptions of
junior high school English teachers regarding the development of teaching
modules as a means to support the use of textbooks in the context of Indonesian
education. The main objective of this research is to understand teachers'
perceptions of using teaching modules in English instruction to enhance learning
effectiveness. A mixed-method approach was employed using a Concurrent
Triangulation design, with data collected through in-depth interviews,
observations, documentations, and questionnaires. A total of 21 English teachers
from several junior high schools in Indonesia participated in the study. The
findings indicate that teachers have a positive perception of the development of
teaching modules and consider it as very important in improving the quality of
learning in the classroom, where teaching modules must be flexible, contextual
and relevant to student needs. On the other hand, they also face several challenges
in developing teaching modules, such as difficulties in aligning module content
with the curriculum, adapting materials to student characteristics, limited time and
resources, and demands for continuous professional development. These findings
highlight the need for strong support from the government and relevant
stakeholders to encourage more effective and needs-based module development
A. Conclusion
Based on the results of data analysis obtained through interviews,
observations, questionnaires, and documentation, it can be concluded that
teachers have a positive perception of the development of teaching modules,
and view it as very important in improving the quality of learning in the
classroom. Teaching module development plays a very significant role in
supporting learning in the classroom. Teachers view teaching modules as a
tool that can complement the shortcomings of textbooks and support the
implementation of flexible, contextual and meaningful learning or according
to student needs. Teachers actively evaluate the effectiveness of the modules
through personal reflection and discussion with peers, focusing on learning
outcomes, student understanding, and appropriateness of time allocation.
However, teachers encounter several challenges in the process of
developing teaching modules, such as difficulties in aligning content with the
curriculum, adapting materials to students’ characteristics, limited time and
resources, and the ongoing demand for professional development. These
challenges highlight the need for support from the government and relevant
stakeholders. Furthermore, the findings indicate that teachers develop teaching
modules by directly referring to components of the Merdeka Curriculum, such
as the Learning Objectives Flow (Alur Tujuan Pembelajaran/ATP) and the
Learning Outcomes (Capaian Pembelajaran/CP). As a result, teaching
modules serve not only as complementary materials but also as essential
documents in learning planning and implementation. Teaching modules also
offer flexibility in delivering student-centered instruction, as they are designed
based on students’ learning styles, needs, and backgrounds. In this context
textbooks are used as the primary reference, while teaching modules serve as
tools for designing more adaptive, interactive, and relevant learning strategies.
B. Suggestion
Based on the research results, it is recommended that English
teachers continue to improve their competence in compiling and developing
teaching modules that are in accordance with the principles of the Merdeka
Curriculum, especially those that are relevant to the Flow of Learning
Objectives (ATP), Learning Outcomes (CP), and student needs in the
classroom. Teachers are also expected to be active in learning community
forums and training that can strengthen the practice of developing teaching
tools. For schools and education units, it is important to provide adequate
time, facilities and resources to support teachers in the teaching module
development process. Schools are also advised to facilitate collaborative work
between teachers in developing and evaluating teaching tools. Furthermore,
the government and policy makers need to organize applicable and sustainable
training and strengthen digital platforms that support the widespread exchange
of teaching modules.
This study has limitations that need to be considered, namely the
limited number of respondents (21 people) and locations that do not represent
all provinces in Indonesia. In addition, the focus of the study was only on
teachers and did not include students or principals. Therefore, it is
recommended for future researchers to expand the scope of the study by
involving more respondents from various regions and school backgrounds to
obtain more representative findings and to analyze more deeply the content of
the teaching modules developed by teachers so that the teaching modules are
able to support the use of textbooks in various regions. Future research can
also focus on the effectiveness of teaching module development training
provided by related institutions. Thus, the research results can make a more
significant contribution to the development of educational policies and
practices in the future.

STAR20250084

84/2025

Perpustakaan Pusat

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