The Role of Moving Teachers in Improving the Quality of Education through the Implementation of the Merdeka Curriculum
DOI:
https://doi.org/10.59175/pijed.v4i1.401Keywords:
Inclusive Education, Leading Teacher, Learning Innovation, Merdeka Curriculum, Quality of EducationAbstract
This study aims to explore the role of teacher leaders in improving the quality of education through the implementation of the Merdeka Curriculum in Indonesia. The Merdeka Curriculum offers flexibility to teachers and schools to create a contextual and relevant learning process to students’ needs, with a focus on character building and strengthening non-academic skills. The study used a literature study method to examine relevant theories and previous findings. The results of the study indicate that teacher leaders act as agents of change who are able to facilitate educational innovation, improve the quality of learning, and strengthen collaboration between stakeholders. The main challenges in implementing the Merdeka Curriculum include limited infrastructure, teacher readiness in using technology, and students’ socio-economic factors. However, with policy support and collaboration between schools, parents, and communities, teacher leaders can play a crucial role in ensuring that educational transformation is effective. This study provides recommendations for stakeholders to strengthen the Teacher Leader program and increase the success of the implementation of the Merdeka Curriculum.
References
Amanulloh, M. J. A. (2024). Development of Teacher and Education Personnel Competencies in Improving the Quality of School Resources (Case Study at MTs Raudhatul Muttaqien). Proceedings Series of Educational Studies, 268–276.
Andriani, A. D., Awaludin, R., Muzaki, I. A., Pajarianto, H., Himawan, I. S., Latif, I. N. A., & Imaduddin, M. (2022). Islamic Religious Education in the Era of Disruption. Tohar Media.
Damayanti, D., & Asbari, M. (2024). Moving Teacher: Educational Development through Teacher Leadership. Journal of Information Systems and Management (JISMA), 3(2), 5–10.
Datnow, A. (2020). The Role of Teachers in Educational Reform: A 20-year Perspective. Journal of Educational Change, 21(3), 431–441. https://doi.org/10.1007/s10833-020-09372-5
Faiz, A., & Faridah, F. (2022). The Leading Teacher Program as a Learning Resource. Konstruktivisme : Jurnal Pendidikan dan Pembelajaran, 14(1), 82–88. https://doi.org/10.35457/konstruk.v14i1.1876
Fauzan, F., Ansori, R. A. M., Dannur, M., Pratama, A., & Hairit, A. (2023). The Implementation of the Merdeka Curriculum in Strengthening Students’ Character in Indonesia. Aqlamuna: Journal of Educational Studies, 1(1), 136–155. https://doi.org/10.58223/aqlamuna.v1i1.237
Husaini, R. (2018). Developing Teacher Professionalism. Tarbiyah Islamiyah: Jurnal Ilmaih Pendidikan Agama Islam, 8(2), 1–15.
Imron, A., Wiyono, B. B., Hadi, S., Gunawan, I., Abbas, A., Saputra, B. R., & Perdana, D. B. (2020). Teacher Professional Development to Increase Teacher Commitment in the Era of the Asean Economic Community. Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). https://doi.org/10.2991/assehr.k.201112.059
Kaslin, A., & Rumisa, S. (2021). Principal Strategies in Developing Teacher Professionalism. Kelola: Journal of Islamic Education Manajement, 6(2), 123–136.
Kulophas, D., & Hallinger, P. (2024). Does Leadership Make a Difference in Teacher Learning: A Contextual Analysis of Learning Centered Leadership in Rural Thailand. International Journal of Leadership in Education, 27(6), 1494–1514. https://doi.org/10.1080/13603124.2021.1980911
Kusumah, W., & Alawiyah, T. (2021). Moving Teacher: Encouraging the Progress of National Education. Penerbit Andi.
Nadhifah, H. A., Sucipto, M. A. B., & Sudibyo, H. (2024). Level of Generation Z Consumptive Behavior among Guidance and Counseling Study Program Students at Pancasakti University. Jurnal Fokus Konseling, 10(1), 17–27.
Ramadhani, O., Sartika, Y., Aulia, S., Mawaly, N. K., Marsanda, A., Damayanti, P. D., Suriansyah, A., & Pratiwi, D. A. (2024). Implementation of the Independent Curriculum at SDN Pasar Lama 1. MARAS: Jurnal Penelitian Multidisiplin, 2(3), 1256–1267. https://doi.org/10.60126/maras.v2i3.357
Rozak, A. (2023). Analysis of the Role of Islamic Religious Education Teachers in Forming the Religious Character of Grade VII Students at Mts Negeri 01 Pamulang Tangerang Selatan School: Literature Study and Review (LSR) Method Approach. El Banar : Jurnal Pendidikan dan Pengajaran, 6(1), 1–8. https://doi.org/10.54125/elbanar.v6i1.149
Sibagariang, D., Sihotang, H., & Murniarti, E. (2021). The Role of Moving Teachers in Independent Learning Education in Indonesia. Jurnal Dinamika Pendidikan.Pendidikan, 14(2). https://doi.org/10.51212/jdp.v14i2.53
Solichin, M. (2015). Implementation of Education Policy and the Role of Bureaucracy. Jurnal Studi Islam, 6(2), 148–178.
Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & Prihantini, P. (2022). Analysis of the Implementation of the Independent Curriculum in Elementary School Mover Schools. Jurnal Basicedu, 6(5), 8248–8258. https://doi.org/10.31004/basicedu.v6i5.3216
Taufik, M. (2020). Strategic Role of Islamic Religious Education in Strengthening Character Education in the Era of Industrial Revolution 4.0. Jurnal Ilmiah Islam Futura, 20(1), 86. https://doi.org/10.22373/jiif.v20i1.5797
Zakso, A. (2023). Implementation of Independent Learning Curriculum in Indonesia. Jurnal Pendidikan Sosiologi dan Humaniora, 13(2), 916–922.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ariesta Dwi Indah Kusuma Wati, Neta Dian Lestari
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
