How Does Technology Integration Enhance Teachers’ Competence in Implementing the “Merdeka Curriculum”?
DOI:
https://doi.org/10.58524/smartsociety.v5i2.925Keywords:
action research, digital competencies , independent curriculum, learning technology, teacher competenciesAbstract
The implementation of the Merdeka Curriculum in elementary schools still faces challenges, including limited infrastructure, pedagogical preparedness, and low levels of teachers’ digital literacy, resulting in suboptimal use of educational technology. This study aims to analyze the improvement of teachers’ competence in utilizing technology as part of the Merdeka Curriculum policy implementation at public elementary schools in the Duren Sawit area, West Jakarta. The research employed a descriptive qualitative approach combined with action research through planning, implementation, observation, and reflection stages. Data were collected through interviews, classroom observations, documentation, and pre-test and post-test assessments, which were analyzed using the N-gain calculation. The findings indicate a significant increase in teachers’ digital competence, with the average score rising from 42.1 in the pre-test to 81.9 in the post-test, and an N-gain score of 0.69, categorized as effective. This improvement is reflected in teachers’ enhanced ability to design digital media, utilize social media as a learning platform, and integrate technology into project-based learning assessments. The results conclude that strengthening digital literacy through continuous training and collaborative mentoring plays an essential role in supporting the successful implementation of the Merdeka Curriculum. This study contributes to the development of technology-based teacher competence improvement practices and enriches the discourse on digital readiness in curriculum policy implementation at the elementary school level
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