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Faktor yang Memengaruhi Penggunaan Platform Merdeka Mengajar Terhadap Peningkatan Kompetensi Guru SMP di Kabupaten Ponorogo

Jurnal Teknologi Informasi dan Ilmu Komputer (JTIIK) · Vol. 12 No. 5 (2025) · pp. 1143–1150

DOI
10.25126/jtiik.2025125
ISSN
2528-6579, 2355-7699
Published
2025-10-31
Publisher
Fakultas Ilmu Komputer, Universitas Brawijaya
Language
id
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Bahasa Indonesia

Kurikulum Merdeka yang diluncurkan pada 2022 didukung oleh Platform Merdeka Mengajar untuk membantu guru memahami kurikulum secara mandiri dan meningkatkan kompetensi. Namun, implementasinya di Kabupaten Ponorogo, terutama di Sekolah Penggerak jenjang SMP, menghadapi kendala seperti keterbatasan waktu, hambatan teknologi, dan rendahnya pemanfaatan fitur. Penelitian ini menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan platform tersebut dengan pendekatan kuantitatif melalui kuesioner kepada 164 guru SMP Sekolah Penggerak di Kabupaten Ponorogo. Model UTAUT2 diterapkan dengan tambahan variabel convenience from online access dan resistance to change serta moderasi. Hasil analisis data menggunakan PLS-SEM dengan alat bantu SmartPLS menyatakan bahwa habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), dan convenience from online access (β=0.177, p=0.018) berpengaruh signifikan terhadap behavioral intention, sementara behavioral intention (β=0.401, p=0.000) dan habit (β=0.236, p=0.029) berpengaruh signifikan terhadap use behavior. Hasil analisis moderasi menunjukkan bahwa jenis kelamin memperlemah (β=-0.258, p=0.008) hedonic motivation dengan behavioral intention dan memperkuat (β=0.240, p=0.001) habit dengan behavioral intention. Sementara itu, pengalaman memperlemah (β=-0.202, p=0.006) habit dengan use behavior. Penelitian ini merekomendasikan optimalisasi platform untuk mendukung kompetensi guru dan keberhasilan Kurikulum Merdeka. Abstract The Merdeka Curriculum, launched in 2022, is supported by the Merdeka Mengajar Platform to help teachers independently understand the curriculum and enhance their competencies. However, its implementation in Ponorogo Regency, especially in Pioneer Schools at the junior high school level, faces challenges such as time constraints, technological barriers, and low feature utilization. This study analyzes factors influencing the acceptance and use of the platform through a quantitative approach, using questionnaires distributed to 164 junior high school teachers in Pioneer Schools in Ponorogo Regency. The UTAUT2 model was applied with additional variables: convenience from online access and resistance to change, along with moderation analysis. Data analysis using PLS-SEM with SmartPLS revealed that habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), and convenience from online access (β=0.177, p=0.018) significantly influence behavioral intention, while behavioral intention (β=0.401, p=0.000) and habit (β=0.236, p=0.029) significantly influence use behavior. Moderation analysis showed that gender weakens (β=-0.258, p=0.008) the relationship between hedonic motivation and behavioral intention, while strengthening (β=0.240, p=0.001) the relationship between habit and behavioral intention. Meanwhile, experience weakens (β=-0.202, p=0.006) the relationship between habit and use behavior. This study recommends optimizing the platform to support teacher competencies and ensure the success of the Merdeka Curriculum.

English

Kurikulum Merdeka yang diluncurkan pada 2022 didukung oleh Platform Merdeka Mengajar untuk membantu guru memahami kurikulum secara mandiri dan meningkatkan kompetensi. Namun, implementasinya di Kabupaten Ponorogo, terutama di Sekolah Penggerak jenjang SMP, menghadapi kendala seperti keterbatasan waktu, hambatan teknologi, dan rendahnya pemanfaatan fitur. Penelitian ini menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan platform tersebut dengan pendekatan kuantitatif melalui kuesioner kepada 164 guru SMP Sekolah Penggerak di Kabupaten Ponorogo. Model UTAUT2 diterapkan dengan tambahan variabel convenience from online access dan resistance to change serta moderasi. Hasil analisis data menggunakan PLS-SEM dengan alat bantu SmartPLS menyatakan bahwa habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), dan convenience from online access (β=0.177, p=0.018) berpengaruh signifikan terhadap behavioral intention, sementara behavioral intention (β=0.401, p=0.000) dan habit (β=0.236, p=0.029) berpengaruh signifikan terhadap use behavior. Hasil analisis moderasi menunjukkan bahwa jenis kelamin memperlemah (β=-0.258, p=0.008) hedonic motivation dengan behavioral intention dan memperkuat (β=0.240, p=0.001) habit dengan behavioral intention. Sementara itu, pengalaman memperlemah (β=-0.202, p=0.006) habit dengan use behavior. Penelitian ini merekomendasikan optimalisasi platform untuk mendukung kompetensi guru dan keberhasilan Kurikulum Merdeka. Abstract The Merdeka Curriculum, launched in 2022, is supported by the Merdeka Mengajar Platform to help teachers independently understand the curriculum and enhance their competencies. However, its implementation in Ponorogo Regency, especially in Pioneer Schools at the junior high school level, faces challenges such as time constraints, technological barriers, and low feature utilization. This study analyzes factors influencing the acceptance and use of the platform through a quantitative approach, using questionnaires distributed to 164 junior high school teachers in Pioneer Schools in Ponorogo Regency. The UTAUT2 model was applied with additional variables: convenience from online access and resistance to change, along with moderation analysis. Data analysis using PLS-SEM with SmartPLS revealed that habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), and convenience from online access (β=0.177, p=0.018) significantly influence behavioral intention, while behavioral intention (β=0.401, p=0.000) and habit (β=0.236, p=0.029) significantly influence use behavior. Moderation analysis showed that gender weakens (β=-0.258, p=0.008) the relationship between hedonic motivation and behavioral intention, while strengthening (β=0.240, p=0.001) the relationship between habit and behavioral intention. Meanwhile, experience weakens (β=-0.202, p=0.006) the relationship between habit and use behavior. This study recommends optimizing the platform to support teacher competencies and ensure the success of the Merdeka Curriculum.

Keywords

Collaboration network of the authors

11 authors · 19 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • University of Brawijaya
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Nurudin SantosoUniversity of Brawijaya1
Muhammad Ariq FarhanAffiliation unknown1
Andi Reza PerdanakusumaUniversity of Brawijaya1
Rendra Bayu SetiawanAffiliation unknown1
Tri AfiriantoUniversity of Brawijaya1
Prima ZulvarinaUniversity of Brawijaya1
Delisya JayadiAffiliation unknown1
Rio NurtantyanaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jtiik.ub.ac.id/index.php/jtiik/en/oai, first harvested 27 Okt 2026, last seen 27 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="id">Faktor yang Memengaruhi Penggunaan Platform Merdeka Mengajar Terhadap Peningkatan Kompetensi Guru SMP di Kabupaten Ponorogo</dc:title>
	<dc:title xml:lang="en">Faktor yang Memengaruhi Penggunaan Platform Merdeka Mengajar Terhadap Peningkatan Kompetensi Guru SMP di Kabupaten Ponorogo</dc:title>
	<dc:creator xml:lang="en">Prastinanda, Fadhilah Alya</dc:creator>
	<dc:creator xml:lang="en">Sianturi, Riswan Septriayadi</dc:creator>
	<dc:creator xml:lang="en">Hariyanti, Uun</dc:creator>
	<dc:creator xml:lang="id">Prastinanda, Fadhilah Alya</dc:creator>
	<dc:creator xml:lang="id">Sianturi, Riswan Septriayadi</dc:creator>
	<dc:creator xml:lang="id">Hariyanti, Uun</dc:creator>
	<dc:subject xml:lang="id">Platform Merdeka Mengajar</dc:subject>
	<dc:subject xml:lang="id">PLS-SEM</dc:subject>
	<dc:subject xml:lang="id">UTAUT2</dc:subject>
	<dc:subject xml:lang="en">convenience from online access</dc:subject>
	<dc:subject xml:lang="en">PLS-SEM</dc:subject>
	<dc:subject xml:lang="en">Platform Merdeka Mengajar</dc:subject>
	<dc:subject xml:lang="en">resistance to change</dc:subject>
	<dc:subject xml:lang="en">UTAUT2</dc:subject>
	<dc:description xml:lang="id">Kurikulum Merdeka yang diluncurkan pada 2022 didukung oleh Platform Merdeka Mengajar untuk membantu guru memahami kurikulum secara mandiri dan meningkatkan kompetensi. Namun, implementasinya di Kabupaten Ponorogo, terutama di Sekolah Penggerak jenjang SMP, menghadapi kendala seperti keterbatasan waktu, hambatan teknologi, dan rendahnya pemanfaatan fitur. Penelitian ini menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan platform tersebut dengan pendekatan kuantitatif melalui kuesioner kepada 164 guru SMP Sekolah Penggerak di Kabupaten Ponorogo. Model UTAUT2 diterapkan dengan tambahan variabel convenience from online access dan resistance to change serta moderasi. Hasil analisis data menggunakan PLS-SEM dengan alat bantu SmartPLS menyatakan bahwa habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), dan convenience from online access (β=0.177, p=0.018) berpengaruh signifikan terhadap behavioral intention, sementara behavioral intention (β=0.401, p=0.000) dan habit (β=0.236, p=0.029) berpengaruh signifikan terhadap use behavior. Hasil analisis moderasi menunjukkan bahwa jenis kelamin memperlemah (β=-0.258, p=0.008) hedonic motivation dengan behavioral intention dan memperkuat (β=0.240, p=0.001) habit dengan behavioral intention. Sementara itu, pengalaman memperlemah (β=-0.202, p=0.006) habit dengan use behavior. Penelitian ini merekomendasikan optimalisasi platform untuk mendukung kompetensi guru dan keberhasilan Kurikulum Merdeka.
 
Abstract
 
The Merdeka Curriculum, launched in 2022, is supported by the Merdeka Mengajar Platform to help teachers independently understand the curriculum and enhance their competencies. However, its implementation in Ponorogo Regency, especially in Pioneer Schools at the junior high school level, faces challenges such as time constraints, technological barriers, and low feature utilization. This study analyzes factors influencing the acceptance and use of the platform through a quantitative approach, using questionnaires distributed to 164 junior high school teachers in Pioneer Schools in Ponorogo Regency. The UTAUT2 model was applied with additional variables: convenience from online access and resistance to change, along with moderation analysis. Data analysis using PLS-SEM with SmartPLS revealed that habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), and convenience from online access (β=0.177, p=0.018) significantly influence behavioral intention, while behavioral intention (β=0.401, p=0.000) and habit (β=0.236, p=0.029) significantly influence use behavior. Moderation analysis showed that gender weakens (β=-0.258, p=0.008) the relationship between hedonic motivation and behavioral intention, while strengthening (β=0.240, p=0.001) the relationship between habit and behavioral intention. Meanwhile, experience weakens (β=-0.202, p=0.006) the relationship between habit and use behavior. This study recommends optimizing the platform to support teacher competencies and ensure the success of the Merdeka Curriculum.</dc:description>
	<dc:description xml:lang="en">Kurikulum Merdeka yang diluncurkan pada 2022 didukung oleh Platform Merdeka Mengajar untuk membantu guru memahami kurikulum secara mandiri dan meningkatkan kompetensi. Namun, implementasinya di Kabupaten Ponorogo, terutama di Sekolah Penggerak jenjang SMP, menghadapi kendala seperti keterbatasan waktu, hambatan teknologi, dan rendahnya pemanfaatan fitur. Penelitian ini menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan platform tersebut dengan pendekatan kuantitatif melalui kuesioner kepada 164 guru SMP Sekolah Penggerak di Kabupaten Ponorogo. Model UTAUT2 diterapkan dengan tambahan variabel convenience from online access dan resistance to change serta moderasi. Hasil analisis data menggunakan PLS-SEM dengan alat bantu SmartPLS menyatakan bahwa habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), dan convenience from online access (β=0.177, p=0.018) berpengaruh signifikan terhadap behavioral intention, sementara behavioral intention (β=0.401, p=0.000) dan habit (β=0.236, p=0.029) berpengaruh signifikan terhadap use behavior. Hasil analisis moderasi menunjukkan bahwa jenis kelamin memperlemah (β=-0.258, p=0.008) hedonic motivation dengan behavioral intention dan memperkuat (β=0.240, p=0.001) habit dengan behavioral intention. Sementara itu, pengalaman memperlemah (β=-0.202, p=0.006) habit dengan use behavior. Penelitian ini merekomendasikan optimalisasi platform untuk mendukung kompetensi guru dan keberhasilan Kurikulum Merdeka.
 
Abstract
 
The Merdeka Curriculum, launched in 2022, is supported by the Merdeka Mengajar Platform to help teachers independently understand the curriculum and enhance their competencies. However, its implementation in Ponorogo Regency, especially in Pioneer Schools at the junior high school level, faces challenges such as time constraints, technological barriers, and low feature utilization. This study analyzes factors influencing the acceptance and use of the platform through a quantitative approach, using questionnaires distributed to 164 junior high school teachers in Pioneer Schools in Ponorogo Regency. The UTAUT2 model was applied with additional variables: convenience from online access and resistance to change, along with moderation analysis. Data analysis using PLS-SEM with SmartPLS revealed that habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), and convenience from online access (β=0.177, p=0.018) significantly influence behavioral intention, while behavioral intention (β=0.401, p=0.000) and habit (β=0.236, p=0.029) significantly influence use behavior. Moderation analysis showed that gender weakens (β=-0.258, p=0.008) the relationship between hedonic motivation and behavioral intention, while strengthening (β=0.240, p=0.001) the relationship between habit and behavioral intention. Meanwhile, experience weakens (β=-0.202, p=0.006) the relationship between habit and use behavior. This study recommends optimizing the platform to support teacher competencies and ensure the success of the Merdeka Curriculum.
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	<dc:date>2025-10-31</dc:date>
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	<dc:source xml:lang="id">Jurnal Teknologi Informasi dan Ilmu Komputer; Vol 12 No 5: Oktober 2025; 1143-1150</dc:source>
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