Otonomi Guru dalam Pusaran Kurikulum Merdeka: Analisis Kritis terhadap Kapabilitas Pendidik dalam Mengakselerasi Mutu Belajar
DOI:
https://doi.org/10.54259/diajar.v5i3.8253Keywords:
Teacher Autonomy, Merdeka Curriculum, Teaching Competence, Quality of Learning, Educational TransformationAbstract
This study aims to explore teacher autonomy in the implementation of the *Kurikulum Merdeka* (Independent Curriculum) and assess educators' ability to enhance the quality of student learning. The *Kurikulum Merdeka* offers teachers greater opportunities to create learning processes that are relevant, adaptive, and student-centered. However, this autonomy also presents challenges regarding teacher readiness—specifically concerning pedagogical competence, professionalism, and adaptability—when translating policy into efficient learning activities. This research employs a qualitative method, utilizing a literature review and critical analysis of various sources, educational policies, and research findings related to the implementation of the *Kurikulum Merdeka*. The findings indicate that teacher autonomy can serve as a strategic element in improving learning quality, provided it is supported by strong pedagogical skills, digital literacy, instructional creativity, and a culture of reflection and collaboration. Conversely, unequal access to training, limited resources, and administrative burdens remain obstacles to optimizing the teacher's role. Therefore, it is crucial to continuously strengthen educators' capacities through training programs, the establishment of learning communities, and flexible policy support, ensuring that teacher autonomy can be effectively realized and yield positive impacts on the overall quality of education.
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