The Affecting Factors of School Readiness for Implementing the Merdeka Belajar Policy

Authors

  • Rusdinal Universitas Negeri Padang, Padang, Indonesia
  • Ranti Meizatri Universitas Negeri Padang, Padang, Indonesia
  • Rifma Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.23887/jpiundiksha.v13i1.70599

Keywords:

Readiness, Merdeka Belajar, School

Abstract

This research analyzes the factors influencing schools' readiness to implement the independent learning policy. This research was conducted using a mixed-method approach. Sampling was conducted proportionally from 30 public and private junior high schools in Padang City, Indonesia. So, the participants in this research consisted of 30 school principals, 207 teachers, and 63 staff. Data analysis was carried out using SEM intelligent PLS. The relationship between variables is analyzed by referring to the original sample values and T-statistic output from Smart PLS. The research results show the factors that influence schools' readiness to implement the independent learning policy; first, the knowledge dimension consists of knowledge to change, initiative to change, responsibility to change, and creativity to change with a t-statistic of 34.012. Second, the attitude dimension consists of the need to change, commitment to change, and belief in change, with a t-statistic of 42.680. Third, the institutional dimension consists of making changes, personal involvement, changing ideas/programs, supporting resources, and collaboration with a t-statistic of 38.454. It is concluded that understanding, a positive attitude toward change, and solid institutional support are critical factors in increasing school readiness in implementing the independent learning policy. The implication of this research is the importance of developing training and education programs that focus on increasing knowledge, attitudes, and institutional support to facilitate the implementation of independent learning policies in schools.

References

Ahmad, F., & Karim, M. (2019). Impacts of knowledge sharing: a review and directions for future research. Journal of Workplace Learning, 31(3), 207–230. https://doi.org/10.1108/JWL-07-2018-0096. DOI: https://doi.org/10.1108/JWL-07-2018-0096

Angelle, P., & Teague, G. (2014). Teacher leadership and collective efficacy: Teacher perceptions in three US school districts. Journal of Educational Administration, 52(6), 738–753. https://doi.org/10.1108/JEA-02-2013-0020. DOI: https://doi.org/10.1108/JEA-02-2013-0020

Angga, A., Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini, P. (2022). Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar Kabupaten Garut. Jurnal Basicedu, 6(4), 5877–5889. https://doi.org/10.31004/basicedu.v6i4.3149. DOI: https://doi.org/10.31004/basicedu.v6i4.3149

Apriatni, S., Novaliyosi, N., Nindiasari, H., & Sukirwan, S. (2023). Analisis kesiapan madrasah dalam mengimplementasikan kurikulum merdeka (studi di MAN 2 kota Serang). JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(1), 435–446. https://doi.org/10.54371/jiip.v6i1.1399. DOI: https://doi.org/10.54371/jiip.v6i1.1399

Azmi, F., & Iswanto, J. (2021). Merdeka Belajar. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 3(3), 157–171. https://doi.org/10.47006/ijierm.v3i3.90. DOI: https://doi.org/10.47006/ijierm.v3i3.90

Benzer, J. K., Charns, M. P., Hamdan, S., & Afable, M. (2017). The role of organizational structure in readiness for change: A conceptual integration. Health Services Management Research, 30(1), 34–46. https://doi.org/10.1177/0951484816682396. DOI: https://doi.org/10.1177/0951484816682396

Bryk, A. S. (2015). 2014 AERA distinguished lecture: Accelerating how we learn to improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543. DOI: https://doi.org/10.3102/0013189X15621543

Bush, T. (2018). Transformational leadership: Exploring common conceptions. Educational Management Administration & Leadership, 46(6), 883–887. https://doi.org/10.1177/1741143218795731. DOI: https://doi.org/10.1177/1741143218795731

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345. DOI: https://doi.org/10.1111/ejed.12345

Carayannis, E. G., Grigoroudis, E., Sindakis, S., & Walter, C. (2014). Business model innovation as antecedent of sustainable enterprise excellence and resilience. Journal of the Knowledge Economy, 5, 440–463. https://doi.org/10.1007/s13132-014-0206-7. DOI: https://doi.org/10.1007/s13132-014-0206-7

Christens, B. D., & Inzeo, P. T. (2015). Widening the view: Situating collective impact among frameworks for community-led change. Community Development, 46(4), 420–435. https://doi.org/10.1080/15575330.2015.1061680. DOI: https://doi.org/10.1080/15575330.2015.1061680

Connor, A. (2015). Organizational Design that Really Works. Design Management Review, 26(3), 23–29. https://doi.org/10.1111/drev.10329. DOI: https://doi.org/10.1111/drev.10329

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863. DOI: https://doi.org/10.1177/0013161X15616863

Erlyani, N., Ardi, R., & Suhariadi, F. (2024). Readiness for Change Scale in Higher Education: Adaptation and Validity of the Indonesia Version. IJORER: International Journal of Recent Educational Research, 5(1), 140–156. https://doi.org/10.46245/ijorer.v5i1.546. DOI: https://doi.org/10.46245/ijorer.v5i1.546

Fayda-Kinik, F. S. (2022). The role of organisational commitment in knowledge sharing amongst academics: an insight into the critical perspectives for higher education. International Journal of Educational Management, 36(2), 179–193. https://doi.org/10.1108/IJEM-03-2021-0097. DOI: https://doi.org/10.1108/IJEM-03-2021-0097

Fitri, N. A., Chan, F., & Pamela, I. S. (2024). Teachers Readiness In The Process Of Implementing The Independent Learning Curriculum In Elementary School. Tarbiatuna: Journal of Islamic Education Studies, 4(1), 193–201. https://doi.org/10.47467/tarbiatuna.v4i1.5174. DOI: https://doi.org/10.47467/tarbiatuna.v4i1.5174

Gemünden, H. G., Lehner, P., & Kock, A. (2018). The project-oriented organization and its contribution to innovation. International Journal of Project Management, 36(1), 147–160. https://doi.org/10.1016/j.ijproman.2017.07.009. DOI: https://doi.org/10.1016/j.ijproman.2017.07.009

Hair, J. F. (2014). Multivariat Data Analysis (7th Editio). Pearson Prentice Hall.

Hannon, P. A., Helfrich, C. D., Chan, K. G., Allen, C. L., Hammerback, K., Kohn, M. J., & Harris, J. R. (2017). Development and pilot test of the workplace readiness questionnaire, a theory-based instrument to measure small workplaces’ readiness to implement wellness programs. American Journal of Health Promotion, 31(1), 67–75. https://doi.org/10.4278/ajhp.141204-QUAN-604. DOI: https://doi.org/10.4278/ajhp.141204-QUAN-604

Heim, I., & Sardar-Drenda, N. (2021). Assessment of employees’ attitudes toward ongoing organizational transformations. Journal of Organizational Change Management, 34(2), 327–349. https://doi.org/10.1108/JOCM-04-2019-0119. DOI: https://doi.org/10.1108/JOCM-04-2019-0119

Hsu, S. W., & Lamb, P. (2020). Still in search of learning organization? Towards a radical account of The Fifth Discipline: The Art and Practice of the Learning Organization. The Learning Organization, 27(1), 31–41. https://doi.org/10.1108/TLO-09-2019-0142. DOI: https://doi.org/10.1108/TLO-09-2019-0142

Hubbart, J. A. (2023). Organizational change: The challenge of change aversion. Administrative Sciences, 13(7), 162. https://doi.org/10.3390/admsci13070162. DOI: https://doi.org/10.3390/admsci13070162

Hughes, C. (2021). The changing learning technological landscape for trainers in the wake of COVID-19. Advances in Developing Human Resources, 23(1), 66–74. https://doi.org/10.1177/1523422320972108. DOI: https://doi.org/10.1177/1523422320972108

Kadi, T., & Awwaliyah, R. (2017). Inovasi pendidikan: Upaya penyelesaian problematika pendidikan di Indonesia. Jurnal Islam Nusantara, 1(2). https://doi.org/10.33852/jurnalin.v1i2.32. DOI: https://doi.org/10.33852/jurnalin.v1i2.32

Khedhiri, M. (2018). Readiness for change in public education: A discrete empirical investigation. Higher Education for the Future, 5(2), 178–197. https://doi.org/10.1177/2347631118767293. DOI: https://doi.org/10.1177/2347631118767293

Kondakci, Y., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2017). Readiness of teachers for change in schools. International Journal of Leadership in Education, 20(2), 176–197. https://doi.org/10.1080/13603124.2015.1023361. DOI: https://doi.org/10.1080/13603124.2015.1023361

Kumari, R., Kwon, K. S., Lee, B. H., & Choi, K. (2019). Co-creation for social innovation in the ecosystem context: The role of higher educational institutions. Sustainability, 12(1), 307. https://doi.org/10.3390/su12010307. DOI: https://doi.org/10.3390/su12010307

Mangundjaya, W. L. (2015). People or trust in building commitment to change? The Journal of Developing Areas, 49(5), 67–78. https://doi.org/10.1353/jda.2015.0050. DOI: https://doi.org/10.1353/jda.2015.0050

Mawarni, H., Wahyuni, N. S., & Larassati, M. A. (2023). Peningkatan Manajemen Kurikulum Merdeka Belajar Sekolah Menengah Pertama di Kabupaten Sumbawa Barat. Edukatif: Jurnal Ilmu Pendidikan, 5(5), 2246–2257. https://doi.org/10.31004/edukatif.v5i5.5642. DOI: https://doi.org/10.31004/edukatif.v5i5.5642

Mei Kin, T., Abdull Kareem, O., Nordin, M. S., & Wai Bing, K. (2018). Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs. International Journal of Leadership in Education, 21(4), 427–446. https://doi.org/10.1080/13603124.2016.1272719. DOI: https://doi.org/10.1080/13603124.2016.1272719

Mikalef, P., Boura, M., Lekakos, G., & Krogstie, J. (2019). Big data analytics and firm performance: Findings from a mixed-method approach. Journal of Business Research. https://doi.org/10.1016/j.jbusres.2019.01.044. DOI: https://doi.org/10.1016/j.jbusres.2019.01.044

Mladenova, I. (2022). Relation between organizational capacity for change and readiness for change. Administrative Sciences, 12(4), 135. https://doi.org/10.3390/admsci12040135. DOI: https://doi.org/10.3390/admsci12040135

Muntatsiroh, A., & Hendriyani, S. (2023). Strategi Kepala Sekolah dalam Memfasilitasi Implementasi Kurikulum Merdeka di SMKN 3 Sijunjung. Jurnal Kajian Ilmu Pendidikan (JKIP), 3(2), 100–106. https://doi.org/10.55583/jkip.v3i2.354.

Nguyen, P. H., & Duong, T. H. Y. (2022). Teachers’ Adaptability to General Curriculum Reform. VNU Journal of Science: Education Research, 38(3), 85–95. https://doi.org/10.25073/2588-1159/vnuer.4308. DOI: https://doi.org/10.25073/2588-1159/vnuer.4308

Novita, N., Mellyzar, M., & Herizal, H. (2021). Asesmen Nasional (AN): Pengetahuan dan Persepsi Calon Guru. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 5(1), 172–179. https://doi.org/10.58258/jisip.v5i1.1568. DOI: https://doi.org/10.36312/jisip.v5i1.1568

Nurjanah, E. (2021). Kesiapan Calon Guru SD dalam Implementasi Asesmen Nasional. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 76–85. https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1120. DOI: https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1120

Oppi, P., Eisenschmidt, E., & Jõgi, A. L. (2022). Teacher’s readiness for leadership – a strategy for school development. School Leadership & Management, 42(1), 79–103. https://doi.org/10.1080/13632434.2021.2016685. DOI: https://doi.org/10.1080/13632434.2021.2016685

Pol, E., & Castrechini, A. (2013). Disruption in education for sustainability. Revista Latinoamericana de Psicología, 45(3), 333–347. https://doi.org/10.14349/Rlp.V45i3.1477. DOI: https://doi.org/10.14349/rlp.v45i3.1477

Puspitasari, P. E., & Utami, R. D. (2023). Analysis Of Teachers Readiness In Implementing The Independent Curriculum In Elementary Schools. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 10(2), 145–156. https://doi.org/10.30997/dt.v10i2.9761. DOI: https://doi.org/10.30997/dt.v10i2.9761

Reese, S. (2020). Taking the learning organization mainstream and beyond the organizational level: An interview with Peter Senge. The Learning Organization, 27(1), 6–16. https://doi.org/10.1108/TLO-09-2019-0136. DOI: https://doi.org/10.1108/TLO-09-2019-0136

Schultz, J. S., Sjøvold, E., & Andre, B. (2017). Can group climate explain innovative readiness for change? Journal of Organizational Change Management, 30(3), 440–452. https://doi.org/10.1108/JOCM-06-2016-0112. DOI: https://doi.org/10.1108/JOCM-06-2016-0112

Stouten, J., Rousseau, D. M., & De Cremer, D. (2018). Successful organizational change: Integrating the management practice and scholarly literatures. Academy of Management Annals, 12(2), 752–788. https://doi.org/10.5465/annals.2016.0095. DOI: https://doi.org/10.5465/annals.2016.0095

Subandi, S. (2017). Pengembangan Kurikulum 2013 (Studi Analitis dan Subtantif Kebijakan Kurikulum Nasional). Jurnal Pendidikan Dan Pembelajaran Dasar, 1(1), 18–36. https://doi.org/10.24042/terampil.v1i1.1302.

Suryani, N., Muspawi, M., & Aprillitzavivayarti, A. (2023). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Ilmiah Universitas Batanghari Jambi, 23(1), 773–779. https://doi.org/10.33087/jiubj.v23i1.3291. DOI: https://doi.org/10.33087/jiubj.v23i1.3291

Swaffield, S. (2016). Different ways of researching and reflecting on professional development. Professional Development in Education, 42(2), 175–178. https://doi.org/10.1080/19415257.2016.1140893. DOI: https://doi.org/10.1080/19415257.2016.1140893

Thakur, R. R., & Srivastava, S. (2018). From resistance to readiness: The role of mediating variables. Journal of Organizational Change Management, 31(1), 230–247. https://doi.org/10.1108/JOCM-06-2017-0237. DOI: https://doi.org/10.1108/JOCM-06-2017-0237

Uce, L. (2016). Realitas aktual praksis kurikulum: analisis terhadap KBK, KTSP dan Kurikulum 2013. Jurnal Ilmiah Didaktika, 16(2), 216–229. https://doi.org/10.22373/jid.v16i2.596. DOI: https://doi.org/10.22373/jid.v16i2.596

Wang, T., Olivier, D. F., & Chen, P. (2023). Creating individual and organizational readiness for change: conceptualization of system readiness for change in school education. International Journal of Leadership in Education, 26(6), 1037–1061. https://doi.org/10.1080/13603124.2020.1818131. DOI: https://doi.org/10.1080/13603124.2020.1818131

Weaver, L. (2016). Possible: Transformational change in collective impact. Community Development, 47(2), 274–283. https://doi.org/10.1080/15575330.2016.1138977. DOI: https://doi.org/10.1080/15575330.2016.1138977

Wendelken, A., Danzinger, F., Rau, C., & Moeslein, K. M. (2014). Innovation without me: why employees do (not) participate in organizational innovation communities. R&D Management, 44(2), 217–236. https://doi.org/10.1111/radm.12042. DOI: https://doi.org/10.1111/radm.12042

Wulandari, P., Mangundjaya, W., & Utoyo, D. B. (2015). Is job satisfaction a moderator or mediator on the relationship between change leadership and commitment to change? Procedia-Social and Behavioral Sciences, 172, 104–111. https://doi.org/10.1016/j.sbspro.2015.01.342. DOI: https://doi.org/10.1016/j.sbspro.2015.01.342

Downloads

Published

2024-04-28

Issue

Section

Articles