Bridging the Distance: Empowering Remote Indonesian Teachers Through Merdeka Belajar Curriculum Mentoring
Keywords:
Merdeka Belajar curriculum, teacher mentoring, remote education, professional development, IndonesiaAbstract
This study examines a mentoring program designed to strengthen Merdeka Belajar curriculum implementation among teachers in remote regions of Indonesia. Despite the curriculum's progressive vision of student-centered, contextual learning, significant implementation gaps persist in geographically isolated areas due to limited professional development access, inadequate infrastructure, and contextual adaptation challenges. Through a collaborative action research approach conducted over eight months in three remote districts across Eastern Indonesia, this study documents the design, implementation, and outcomes of an intensive mentoring program involving 45 teachers from 15 schools. Data collection included participatory workshops, classroom observations, teacher reflective journals, and semi-structured interviews. Findings reveal three critical dimensions: teachers' evolving pedagogical understanding from transmission to facilitation models, the development of locally relevant learning materials integrating indigenous knowledge, and the emergence of sustainable peer learning communities. The mentoring program significantly enhanced teachers' confidence and competence in implementing differentiated instruction, project-based learning, and authentic assessment strategies aligned with Merdeka Belajar principles while respecting local cultural contexts and resource constraints.
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