English Teacher’s Perception in Utilizing Merdeka Mengajar Platform on English Teaching at SDN 1 Loceret
DOI:
https://doi.org/10.29407/t9zhxe66Keywords:
Teacher perception, Merdeka Mengajar Platform, Independent Training, Teaching Resources, English teachingAbstract
This study explores how the Merdeka Mengajar Platform (PMM) supports English teaching within the framework of the Merdeka Curriculum. The research focuses on the teacher's perception of two key features of PMM, Pelatihan Mandiri (Independent Training) and Perangkat Ajar (Teaching Resources), through three components of perception: cognitive, affective, and conative. Employing a qualitative approach and case study method, the research was conducted at SDN 1 Loceret, a Sekolah Penggerak in Nganjuk, East Java. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the Miles and Huberman (1994) model. Perception was examined using the framework of Baron and Byrne (2006), which includes knowledge, feelings, and actions. The findings indicate that the teacher perceives PMM positively. Cognitively, the teacher demonstrates a strong understanding of the platform’s features and their alignment with learning objectives. Affectively, the teacher finds the platform helpful and motivating. Conatively, the teacher actively utilizes PMM and adapts its materials to students’ needs. Overall, the Merdeka Mengajar Platform positively contributes to the planning, implementation, and assessment of English teaching.
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