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The Influence of Teachers’ Understanding of the Merdeka Curriculum and Instructional Technology Skills on Its Implementation: The Moderating Role of Differentiated Instruction

Educational Management · Vol. 15 No. 1 (2026) · hlm. 47–57

DOI
10.15294/eduman.v15i1.41524
ISSN
2502-454X, 2252-7001
Terbit
2026-03-03
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study analyzes the effects of teachers’ understanding of the Merdeka Curriculum and their ability to use instructional technology on the implementation of the Merdeka Curriculum, with differentiated instruction conceptualized as a moderating variable. Grounded in curriculum implementation theory, pedagogical content knowledge, technological pedagogical content knowledge, and differentiated instruction theory, this study addresses a research gap that has traditionally treated curriculum understanding, technology, and pedagogical practice as separate domains. This quantitative study involved 207 elementary school teachers in Sirampog District, Brebes Regency, as the research sample. Data were collected using Likert-scale questionnaires and analyzed using Partial Least Squares–Based Structural Equation Modeling (PLS-SEM). The results indicate that teachers’ understanding of the Merdeka Curriculum does not have a direct effect on curriculum implementation but exerts a significant indirect effect through differentiated instruction. Teachers’ ability to use instructional technology has a direct and significant effect on both curriculum implementation and differentiated instruction. Differentiated instruction demonstrates the strongest influence and functions as a mediating rather than a moderating variable, bridging the effects of curriculum understanding and technological competence on Merdeka Curriculum implementation. This study advances the Synergistic Curriculum Implementation Model (SCIM), which suggests that the success of the Merdeka Curriculum is determined by the synergy among curriculum understanding, mastery of instructional technology, and differentiated instructional practices. These findings offer important theoretical and practical implications for policy development and the strengthening of teacher capacity in implementing the Merdeka Curriculum.

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  • State University of Semarang
  • Universitas Media Nusantara Citra
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Rekan penulisOrganisasiArtikel bersama
Arief YuliantoUniversitas Media Nusantara Citra3
Burhan Rubai WijayaAfiliasi tidak diketahui2
Nina OktarinaAfiliasi tidak diketahui2
Yeri SutopoAfiliasi tidak diketahui2
Marham Ab Lathif AzzakyAfiliasi tidak diketahui1
Arina Nur IfadaniyatiAfiliasi tidak diketahui1
Agus SuryantoState University of Semarang1
Diah ErvianiAfiliasi tidak diketahui1
Ulfah Mediaty AriefState University of Semarang1
Sugeng PurbawantoAfiliasi tidak diketahui1
Bima Dwi PrakosoAfiliasi tidak diketahui1
Suwito Eko PramonoAfiliasi tidak diketahui1
Soesanto SoesantoAfiliasi tidak diketahui1
Agnees Dyah RachmawatieAfiliasi tidak diketahui1
Edi YuliantoAfiliasi tidak diketahui1
Aprilia SusantiAfiliasi tidak diketahui1
Agus WahyudinAfiliasi tidak diketahui1
WasinoAfiliasi tidak diketahui1
Suwito Eko ParmonoAfiliasi tidak diketahui1
Achmad SlametAfiliasi tidak diketahui1
Anisa Kusuma WahdatiAfiliasi tidak diketahui1
Muh Pathoni ArzadiAfiliasi tidak diketahui1
Emmy BudiartatiAfiliasi tidak diketahui1
Ita PangestuweniAfiliasi tidak diketahui1
Dwi Yuwono Puji SugihartoAfiliasi tidak diketahui1
Fakhruddin FakhruddinAfiliasi tidak diketahui1
Rosika Indri KaradonaAfiliasi tidak diketahui1
Titi PrihatinAfiliasi tidak diketahui1
Hafida Eka SeptianaAfiliasi tidak diketahui1
Vitradesie NoekentAfiliasi tidak diketahui1
Wahyuni Nur AzizahAfiliasi tidak diketahui1
Marham Ab Lathif Azzaky MasyrifahAfiliasi tidak diketahui1
Rini KusumawardaniAfiliasi tidak diketahui1
Zahra Akira MaheswariAfiliasi tidak diketahui1
Samsudin AnisAfiliasi tidak diketahui1
Ana LatifahAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eduman/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Influence of Teachers’ Understanding of the Merdeka Curriculum and Instructional Technology Skills on Its Implementation: The Moderating Role of Differentiated Instruction</dc:title>
	<dc:creator xml:lang="en">Subhi, Iman</dc:creator>
	<dc:creator xml:lang="en">Hudallah, Noor </dc:creator>
	<dc:subject xml:lang="en">Merdeka Curriculum</dc:subject>
	<dc:subject xml:lang="en">Teachers’ Understanding</dc:subject>
	<dc:subject xml:lang="en">Instructional Technology</dc:subject>
	<dc:subject xml:lang="en">Differentiated Instruction</dc:subject>
	<dc:description xml:lang="en">This study analyzes the effects of teachers’ understanding of the Merdeka Curriculum and their ability to use instructional technology on the implementation of the Merdeka Curriculum, with differentiated instruction conceptualized as a moderating variable. Grounded in curriculum implementation theory, pedagogical content knowledge, technological pedagogical content knowledge, and differentiated instruction theory, this study addresses a research gap that has traditionally treated curriculum understanding, technology, and pedagogical practice as separate domains. This quantitative study involved 207 elementary school teachers in Sirampog District, Brebes Regency, as the research sample. Data were collected using Likert-scale questionnaires and analyzed using Partial Least Squares–Based Structural Equation Modeling (PLS-SEM). The results indicate that teachers’ understanding of the Merdeka Curriculum does not have a direct effect on curriculum implementation but exerts a significant indirect effect through differentiated instruction. Teachers’ ability to use instructional technology has a direct and significant effect on both curriculum implementation and differentiated instruction. Differentiated instruction demonstrates the strongest influence and functions as a mediating rather than a moderating variable, bridging the effects of curriculum understanding and technological competence on Merdeka Curriculum implementation. This study advances the Synergistic Curriculum Implementation Model (SCIM), which suggests that the success of the Merdeka Curriculum is determined by the synergy among curriculum understanding, mastery of instructional technology, and differentiated instructional practices. These findings offer important theoretical and practical implications for policy development and the strengthening of teacher capacity in implementing the Merdeka Curriculum.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-03-03</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eduman/article/view/41524</dc:identifier>
	<dc:identifier>10.15294/eduman.v15i1.41524</dc:identifier>
	<dc:source xml:lang="en">Educational Management; Vol. 15 No. 1 (2026): Regular Issue; 47 - 57</dc:source>
	<dc:source>2502-454X</dc:source>
	<dc:source>2252-7001</dc:source>
	<dc:source>10.15294/eduman.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eduman/article/view/41524/9863</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Educational Management</dc:rights>
</oai_dc:dc>