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The paradox of educational administration in the Merdeka Belajar era: Policy simplification and the complexity of school practices

Cakrawala Pendidikan · Vol. 45 No. 3 (2026)

DOI
10.21831/cp.v45i3.94628
ISSN
2442-8620, 0216-1370
Terbit
2026-10-19
Penerbit
LPMPP Universitas Negeri Yogyakarta
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Merdeka Belajar is promoted as a reform to simplify educational administration and strengthen school autonomy. However, its implementation reveals a paradox between policy discourse and administrative practice. This study examines the paradox of educational administration in the Merdeka Belajar era by analyzing the gap between normative simplification and school-level complexity in public secondary schools in West Java. Using a qualitative case study approach, data were collected through semi-structured interviews, document analysis, and observations, and analyzed thematically. The findings show that administrative simplification operates mainly at the policy level, while schools experience increased administrative workload due to fragmented digital systems and intensified accountability demands. Schools adopt adaptive strategies to manage these pressures, yet such practices remain informal and capacity dependent. The study contributes by reframing Merdeka Belajar as an administrative governance reform and highlights the need for integrated systems and capacity-sensitive policies to achieve substantive administrative simplification.

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Nur Rohmah MuktianiAfiliasi tidak diketahui2
Soegiyanto SoegiyantoAfiliasi tidak diketahui2
Setya RahayuAfiliasi tidak diketahui2
Gigih PrasetyoInstitut Teknologi Sepuluh Nopember1
Adrianus YozaAfiliasi tidak diketahui1
Hani RamadhanInstitut Teknologi Sepuluh Nopember1
Aris TjahyantoInstitut Teknologi Sepuluh Nopember1
Addy Idris KusumaAfiliasi tidak diketahui1
Guntur GunturAfiliasi tidak diketahui1
Dapan DapanAfiliasi tidak diketahui1
Tri Ani HastutiAfiliasi tidak diketahui1
Nur Sita UtamiAfiliasi tidak diketahui1
Siswantoyo SiswantoyoAfiliasi tidak diketahui1
Ahmad NasrullohAfiliasi tidak diketahui1
Rifky Riyandi PrastyawanAfiliasi tidak diketahui1
Fitri Agung NandaAfiliasi tidak diketahui1
Novriansyah NovriansyahAfiliasi tidak diketahui1
Sigit Dwi AndriantoAfiliasi tidak diketahui1
Dewi NurhidayahCenderawasih University1
Soni NopembriAfiliasi tidak diketahui1
José Vicente García-JiménezAfiliasi tidak diketahui1
Iim Siti MasyitohAfiliasi tidak diketahui1
Endang DanialAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The paradox of educational administration in the Merdeka Belajar era: Policy simplification and the complexity of school practices</dc:title>
	<dc:creator>Priatna, Asep</dc:creator>
	<dc:creator> Suherman, Wawan Sundawan</dc:creator>
	<dc:creator>Hermawan, Hedi Ardiyanto</dc:creator>
	<dc:creator>Cahyono, Cahyono</dc:creator>
	<dc:subject xml:lang="en-US">Merdeka Belajar</dc:subject>
	<dc:subject xml:lang="en-US">educational administration</dc:subject>
	<dc:subject xml:lang="en-US">policy implementation</dc:subject>
	<dc:subject xml:lang="en-US">school capacity</dc:subject>
	<dc:description xml:lang="en-US">Merdeka Belajar is promoted as a reform to simplify educational administration and strengthen school autonomy. However, its implementation reveals a paradox between policy discourse and administrative practice. This study examines the paradox of educational administration in the Merdeka Belajar era by analyzing the gap between normative simplification and school-level complexity in public secondary schools in West Java. Using a qualitative case study approach, data were collected through semi-structured interviews, document analysis, and observations, and analyzed thematically. The findings show that administrative simplification operates mainly at the policy level, while schools experience increased administrative workload due to fragmented digital systems and intensified accountability demands. Schools adopt adaptive strategies to manage these pressures, yet such practices remain informal and capacity dependent. The study contributes by reframing Merdeka Belajar as an administrative governance reform and highlights the need for integrated systems and capacity-sensitive policies to achieve substantive administrative simplification.</dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2026-10-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/94628</dc:identifier>
	<dc:identifier>10.21831/cp.v45i3.94628</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 45 No. 3 (2026): Cakrawala Pendidikan (October 2026)</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:source>10.21831/cp.v45i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/94628/26398</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Asep Supriatna, Wawan Sundawan  Suherman, Hedi Ardiyanto Hermawan, Cahyono Cahyono</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>