INDONESIAN LANGUAGE TEACHERS' OBSESSION IN FACING CURRICULUM CHANGES

Abstract

The purpose of this study is to describe the forms of internal conflict among Indonesian language teachers in facing curriculum changes and solutions for overcoming this internal conflict. The research data sources are informants in the form of words and actions, written sources, and photographs. Data were collected through interviews, observation, and documentation. Data were analyzed using qualitative analysis. The results of the study indicate that the forms of internal conflict among Indonesian language teachers in facing curriculum changes, in this case the independent curriculum, are anxiety, obsession, guilt, inadequacy, and fear. The form of internal conflict among Indonesian language teachers in facing curriculum changes is mostly in the form of obsession. This internal conflict triggers teachers to actively read guides, attend seminars, and analyze new teaching modules independently. In a specific context, this internal conflict in the form of obsession can shift into a positive form of internal conflict if interpreted as professional obsession or professional commitment. Solutions to overcome internal conflict among Indonesian language teachers in facing curriculum changes include developing professional capacity, aligning basic competencies, and strengthening support and collaboration. Research suggestions for Indonesian language teachers are expected to be proactive in studying learning approaches that are appropriate to the characteristics of today's students through official platforms and actively participating in Teacher Working Groups (KKG) and Subject Teacher Deliberations (MGMP) to solve common difficulties collaboratively