Bridging the Digital Divide: Management of Platform Merdeka Mengajar for Self-Regulated Teacher Profes-sional Development in Remote Elementary Schools

Listia Rismayanti

doi:10.58905/jse.v6i2.1.716

Authors

Listia Rismayanti Universitas Islam Nusantara, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i2.1.716

Keywords:

Platform Merdeka Mengajar, Self-Regulated Learning, Educational Management, Digital Divide, Elementary Education

Abstract

The implementation of the Merdeka Curriculum in Indonesia necessitates a paradigm shift in teacher professional development towards digital self-regulated learning. This study investigates the management of the Platform Merdeka Mengajar (PMM) as a strategic instrument for enhancing the academic capacity of elementary school teachers, specifically within the technological constraints of SDN Girimukti and SDN Pacet 1, West Java. Employing a qualitative case study design, data were harvested through participant observation, in-depth interviews, and document analysis. The findings reveal a tripartite management mechanism: (1) Adaptive Planning and Structural Organization, where school leadership navigates infrastructural scarcity through resource mapping and the appointment of digital champions; (2) Implementation Dynamics, characterized by peer-scaffolding models and hybrid online-offline learning strategies to overcome connectivity barriers; and (3) Surveillance and Evaluative Feedback, where the principal transitions from an administrator to a digital pedagogical supervisor. The study concludes that while digital infrastructure is a prerequisite, the management of human resources—specifically the principal's active leadership and the cultivation of a collaborative learning culture—is the decisive factor in the successful adoption of PMM. These findings challenge the technological determinism view, suggesting that managerial agility can mitigate infrastructural deficits in educational transformation.

Downloads

Download data is not yet available.

References

Kemendikbudristek, ‘Panduan Penggunaan Platform Merdeka Mengajar’. Jakarta, 2022.

J. Hattie et al., ‘Peran Pendidikan Agama Islam dalam Membentuk Karakter Siswa di Era Digital’, J. Pendidik. Dasar, vol. 2, no. 1, pp. 645–658, 2024, doi: 10.1080/13632431003663214.

U. Ulfah and S. Anwar, ‘Inovasi Digital dalam Pendidikan Islam: Meningkatkan Kualitas Pembelajaran dan Keterlibatan Mahasiswa’, ULUL ALBAB J. Pendidik. Agama Islam, vol. 2, no. 1, pp. 58–76, 2024, doi: https://doi.org/10.30999/ululalbab.v2i1.3521.

T. R. Guskey, ‘Professional development and teacher change’, Teach. Teach. Theory Pract., vol. 8, no. 3, pp. 381–391, 2002, doi: 10.1080/135406002100000561.

H. Borko, J. Jacobs, and K. Koellner, ‘Contemporary approaches to teacher professional development’, in International Encyclopedia of Education, vol. 7, no. 2, P. Peterson, E. Baker, and B. McGaw, Eds. Oxford: Elsevier, 2010, pp. 548–556. doi: 10.1016/B978-0-08-044894-7.00654-0.

S. Anwar, ‘Education as a Practice of Liberation: A Synthesis of Freire’s and Habermas’ Philosophical Contributions to Emancipatory Consciousness’, AIM J. Islam. Educ. Manag., vol. 2, no. 3, pp. 228–247, 2024.

U. Suherman et al., ‘Implementing a Kindness-Based Leadership Strategy in Islamic Elementary Education’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 6, no. 1, pp. 281–292, 2025, doi: https://doi.org/10.62775/edukasia.v6i1.1384.

Clifford Geertz, Abangan, Santri, Priyayi dalam Masyarakat Jawa. Jakarta: Pustaka Jaya, 1983.

M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative Data Analysis, A Methods Sourcebook. London: SAGE Publications, Inc, 2014.

S. Subaidi, J. Arsyad, and A. Y. Kisworo, ‘Empowering Islamic Values: The Role of Madrasah Head Leadership in Extracurricular Enrichment’, Al-Tanzim J. Manaj. Pendidik. Islam, vol. 8, no. 2, pp. 624–634, 2024, doi: 10.33650/al-tanzim.v8i2.8268.

L. Akbar and N. Imaniyati, ‘Gaya Kepemimpinan Transformasional Kepala Sekolah Terhadap Kinerja Guru’, J. Pendidik. Manaj. Perkantoran, 2019, doi: 10.17509/jpm.v4i2.18012.

A. A. Amalina, ‘Dampak Kebijakan Perubahan Kurikulum 2013 Ke Kurikulum Merdeka’, Jamp J. Adm. Dan Manaj. Pendidik., vol. 7, no. 1, p. 113, 2024, doi: 10.17977/um027v7i12024p113.

N. Sulastri, S. Anwar, U. Suherman, and E. S. Cipta, ‘Deep Learning-Based Planning Model for Islamic Education in Indonesian Integrated Schools’, EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 2, pp. 645–658, 2024, doi: https://doi.org/10.62775/edukasia.v5i2.1734.

A. Hanan et al., ‘Harnessing Technology for Environmental Method: Cultivating High Order Thinking Skills for Sustainable Maritime Development Knowledge’, in IOP Conference Series: Earth and Environmental Science, 2023, vol. 1265, no. 1, p. 12004. doi: 10.1088/1755-1315/1265/1/012004.

P. Mayangsari et al., ‘Analisis Permasalahan Guru Dalam Implementasi Kurikulum Merdeka Di Sekolah Dasar’, J. Inov. Eval. Dan Pengemb. Pembelajaran, vol. 4, no. 2, pp. 285–293, 2024, doi: 10.54371/jiepp.v4i2.415.

C. A. Wolters et al., ‘Effects of self-guided stress management interventions in college students: A systematic review and meta-analysis’, J. Basicedu, vol. 5, no. 1, p. 75, 2020, doi: 10.1007/s11423-020-09821-1.

R. S. Habibah, T. Ruhimat, and M. Supriatna, ‘Strategi Pembelajaran Multiliterasi Untuk Mengembangkan Berpikir Kritis Siswa Madrasah Tsanawiyah’, Edusentris, vol. 5, no. 3, p. 155, 2019, doi: 10.17509/edusentris.v5i3.302.

M. Azizah, J. Sulianto, and N. Cintang, ‘Analysis of Critical Thinking Skills of Elementary School Students in Learning Mathematics Curriculum 2013’, vol. 35, 2018.

N. M. Maryati, H. Hidayat, N. Sulastri, and S. Anwar, ‘School Management in Preventing Bullying in Primary Schools’, J. Innov. Res. Prim. Educ., vol. 4, no. 4, pp. 1891–1903, 2025, doi: https://doi.org/10.56916/jirpe.v4i4.1770.

F. D. Davis, ‘Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology’, MIS Q., vol. 13, no. 3, pp. 319–340, 1989, doi: 10.2307/249008.