Teachers' Perceptions of the Impact of the Independent Learning Policy Regarding Teaching Professionalism

(Case Study at SDN Gekbrong 1 Elementary School, Cianjur Regency)

Abstract

The Merdeka Belajar policy is a strategic effort by the government to transform the national education system to be more adaptive to the needs of students and developments of the times. Therefore, it is important to examine teachers' perceptions of the impact of the Merdeka Belajar policy on their teaching professionalism in primary education units. This study aims to describe and analyze teachers' perceptions of the impact of the Merdeka Belajar policy on teaching professionalism, as well as to identify the supporting and inhibiting factors for its implementation in the context of education quality management. This policy is considered capable of improving the professionalism of teachers, especially in the aspects of learning planning, the application of innovative learning methods, formative assessment, learning reflection, and the use of digital technology. In addition, the results of the study reveal that school principal leadership plays a significant role in the successful implementation of Merdeka Belajar through instructional supervision, teacher mentoring, and strengthening a culture of collaboration. Factors supporting implementation include the commitment of school principals, the existence of teacher learning communities (PLCs), and access to learning resources through the Merdeka Mengajar Platform. Meanwhile, the inhibiting factors that are still encountered include limitations in technological infrastructure, variations in teachers' digital literacy, and the burden of learning administration. Based on these findings, it can be concluded that the Merdeka Belajar policy has made a real contribution to improving the professionalism of teachers and the quality of learning, although it still needs to be strengthened in terms of ongoing assistance and infrastructure support.