Adaptasi Guru dalam Pemanfaatan Teknologi Digital Pada Pembelajaran Kurikulum Merdeka di Sekolah Dasar
DOI:
https://doi.org/10.54069/attadrib.v9i3.1364Keywords:
adaptasi guru, teknologi digital, kurikulum merdeka, pembelajaran, sekolah dasarAbstract
The implementation of the Merdeka Curriculum requires teachers to utilize digital technology in a contextual manner, while the availability of facilities and teacher competencies in elementary schools is often uneven. This study aims to describe how teachers adapt in utilizing digital technology in Merdeka Curriculum-based instruction, including the forms of technology use, the challenges faced, and the strategies teachers employ to adjust their instruction when challenges arise. This study employed a descriptive qualitative approach at QTA Annawa Elementary School on September 17, 2026, with three teachers serving as informants. Data were collected through non-participant observation, interviews, and documentation, and their validity was tested through triangulation of methods. Data analysis was conducted through data condensation, data presentation, and drawing conclusions. The results showed that digital technology—specifically Android TVs connected to smartphones or laptops—was used to display videos, images, presentations, and instructional materials. Challenges included unstable internet connections, issues with devices and HDMI cables, inaudible audio, unclear visuals, and longer preparation times for media. Teachers addressed these challenges by using smartphones, preparing materials offline, and utilizing textbooks, whiteboards, direct explanations, and exercises as alternatives. Teachers’ adaptability was evident in their ability to tailor technology to learning objectives, facility conditions, and student characteristics. These findings highlight the need for school support in the form of infrastructure improvements and technical training to ensure more optimal use of technology.
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