Dewi Anggraini Kusuma

Utilisation and impact of the Merdeka Mengajar Platform in the implementation of the Merdeka curriculum: lessons from Guru Penggerak

Introduction

Utilisation and impact of the merdeka mengajar platform in the implementation of the merdeka curriculum: lessons from guru penggerak. Explore Merdeka Mengajar Platform (PMM) utilization by Indonesia's Guru Penggerak teachers for the Merdeka Curriculum. Learn its impact, benefits, and challenges.

Abstract

Indonesia’s education system has transformed with implementing the Merdeka Curriculum, supported by PMM to enhance teaching effectiveness. While Guru Penggerak teachers actively use PMM, variations exist in their level of engagement. This study uses a qualitative evaluative approach with the STAKE model to examine the utilization of PMM among Guru Penggerak and its impact in schools. Data was collected through interviews, observations, and document analysis. Findings indicate that Guru Penggerak firmly understands PMM, which is supported by schools through dedicated teams and infrastructure. PMM utilisation aligns with guidelines, and key features are effectively implemented. The platform positively impacts teachers’ skills and self-development. However, time constraints due to additional administrative duties pose challenges. These findings highlight the benefits and barriers of PMM, offering insights for optimising its implementation to enhance educational outcomes.

Review

This study presents a timely and highly relevant investigation into the implementation of Indonesia’s Merdeka Mengajar Platform (PMM) within the transformative Merdeka Curriculum, specifically through the lens of Guru Penggerak teachers. The research addresses a critical area of national educational reform, offering valuable insights into the practical utilization and impact of digital learning platforms at the grassroots level. The choice of a qualitative evaluative approach, grounded in the STAKE model, is a significant strength, enabling a rich and nuanced exploration of the complex interactions between platform, teachers, and school environment. The findings indicate a firm understanding and effective utilization of PMM among Guru Penggerak, significantly bolstered by dedicated school support teams and infrastructure. The platform demonstrably contributes to the enhancement of teachers’ professional skills and self-development, underscoring its potential as a catalyst for growth. Crucially, the study also highlights practical challenges, most notably the time constraints imposed by additional administrative duties, which can impede full engagement. These insights provide a balanced perspective on both the successes and the operational hurdles encountered during the integration of this innovative educational tool. While the abstract effectively outlines the key benefits and barriers, the study's focus on Guru Penggerak, though valuable for understanding this specific cohort, implicitly raises questions about the generalizability of these findings to the broader teacher population. Future research could benefit from exploring the "variations in engagement" mentioned in the abstract more deeply, perhaps through comparative studies across different teacher groups or by employing mixed methods to quantify these variations and their associated outcomes. Nevertheless, the identified insights offer concrete recommendations for policymakers and platform developers to optimize PMM implementation, streamline administrative processes, and ultimately enhance educational outcomes within the evolving Indonesian education system.

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