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Teachers are responsible for developing lesson plans to meet the curriculum objectives. Preparing lesson plans is vital for preservice teachers as it helps them with their teaching practice. This study examines pre-teachers’ competence in designing lesson plans in the Merdeka Curriculum. This research is descriptive qualitative research. Fifty students at Sarjanawiyata Tamansiswa University participated in this study. Data were collected through document analysis and interviews. Data analysis is done through data condensation, data display, and verification. Three main components are evaluated: general information, core components, and supplementary components. The findings show that 52% of respondents are competent in making good lesson plans, 44% of respondents can design fairly, and 4% still design lesson plans poorly. Merdeka Curriculum has several elements that have become its character: phases, diagnostic assessments, stimulate query, prior competencies, Pancasila learners’ profiles, and differentiated learning. The findings of this study prove that behind the importance of preparing teaching modules for learning, many prospective teachers still have difficulty compiling them due to curriculum changes. The findings ofthis study prove that behind the importance of lesson plans for learning, many preservice teachers still have difficulty compiling them due to curriculum changes. Therefore, universities must provide ongoing mentoring for pre-service teachers to improve their education quality and prepare them for their role as educators.  \nKeywords: preservice teacher, lesson plan, merdeka curriculum, design, skill  \nINTRODUCTION  \nTeachers’ roles are crucial as they are responsible for designing, planning, and delivering instruction to students based on the curriculum objectives. Teachers must deeply understand the curriculum, goals, individual needs, and learning styles. To make effective teaching, they must understand how students learn and think. As part of their responsibilities, teachers must be able to design effective learning. To enhance content delivery, they must be conscious of the factors contributing to effective learning that positively affect students ’ academic performance (Saoke et al., 2022) .  \nDesigning lesson plans is a way for teachers to create effective learning. A lesson plan is a teacher’s guide containing a roadmap of what students need to learn and how it will be done during class (Ndihokubwayo et al., 2022) . It involves several key components to ensure effective instruction and learning outcomes, such as learning objectives, strategies, instructional activities, and assessment, including affective, cognitive, and psychomotor domains. A lesson plan permits teachers to better organize and manage time and resources in class.  \nCitation: Brilliananda, C. C., Herwin., & Praheto, B. E. (2025) . Preservice teachers’ skill to design lesson plans in the merdeka curriculum. Anatolian Journal of Education, 10(1), 45-58. [https://doi.org/10.29333/aje.2025.1014a](https://doi.org/10.29333/aje.2025.1014a)  \nLesson plans are crucial in the teaching and learning process because they ensure the teacher that their instruction is focused, engaging, and aligned with students ’ needs and abilities (Amador et al., 2022; Iqbal et al., 2021) . It also acts as a guide that ensures the student gains knowledge, skills, and attitude within learning objectives (van Diggele ","cbCaijtcAOaGbg2W","https://ap.wps.com/l/cbCaijtcAOaGbg2W","pdf",340969,14,"English","# Introduction\n# Lesson Plans and Teacher Responsibilities\n# Merdeka Curriculum Context and Challenges\n# Research Method and Evaluation Components","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study examines preservice teachers’ competence in designing lesson plans in the Merdeka Curriculum.\"},{\"question\":\"How was the research conducted and what was evaluated?\",\"answer\":\"It used descriptive qualitative methods with 50 participants. Evaluation covered general information, core components, and supplementary components.\"},{\"question\":\"What were the main findings about preservice teachers’ lesson-plan design ability?\",\"answer\":\"52% were competent, 44% could design fairly, and 4% still designed poorly.\"}]","Preservice Teachers’ Skill to Design Lesson Plans in the Merdeka Curriculum - Research Article | PDF",35]