Managing Independent Teacher Training through the Platform Merdeka Mengajar

Asti Fitriani; Hanafiah

doi:10.58905/jse.v7i1.764

Authors

Asti Fitriani Nusantara Islamic University, Bandung, Indonesia
Hanafiah Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v7i1.764

Keywords:

Platform Merdeka Mengajar, independent training, teacher competence, educational management, elementary school

Abstract

This study examines the management of independent training based on the Platform Merdeka Mengajar (PMM) in improving teacher competence at the elementary school level. The research is motivated by the need to strengthen teacher professional development through flexible and sustainable digital learning models in response to the implementation of the Merdeka Curriculum. A qualitative approach with a descriptive case study design was employed. The research was conducted in public elementary schools implementing PMM-based independent training. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, teachers, and school development team members. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that independent training based on PMM is managed through four integrated management functions: planning, organizing, implementation, and evaluation. Planning is based on teachers’ competency needs and school goals, organizing provides mentoring and collaborative support, implementation emphasizes teacher-centered and reflective learning, and evaluation focuses on learning outcomes and classroom application. The study concludes that systematic management enhances the effectiveness of PMM as a digital professional development platform and supports sustainable improvement in teacher competence

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