The Use Of Smart board to Enhance Teaching Techniques in the Merdeka Curriculum
Abstract. This study investigates the use of Smartboard technology to enhance teaching techniques within the framework of the Merdeka Curriculum in an English as a Foreign Language (EFL) classroom at a rural junior high school in Indonesia. Employing a qualitative phenomenological approach, data were collected through classroom observations, semi-structured interviews, and documentation involving three teachers and thirteen students. The findings reveal that Smartboard technology was consistently utilized in all observed sessions; however, its use was predominantly limited to interactive presentation (62.5%), with less frequent implementation of collaborative learning (25%) and gamification (12.5%). A notable gap (25%) was identified between lesson planning and classroom implementation, indicating challenges in translating student-centered instructional design into practice. While 69.2% of students responded positively to Smartboard-based learning, engagement levels varied depending on opportunities for direct interaction. The study highlights that the effectiveness of technology integration is influenced more by teachers’ pedagogical competence than by the availability of digital tools. This research contributes to the literature by providing empirical evidence from a rural EFL context and by identifying discrepancies between technological access, pedagogical practices, and student participation. The findings suggest the need for targeted professional development to support interactive and inclusive teaching practices aligned with the Merdeka Curriculum.