Evaluasi Penggunaan Platform Merdeka Mengajar Menggunakan Model Goal-Free Evaluation

Platform Merdeka Mengajar (PMM) dikembangkan untuk mendukung kompetensi guru dan implementasi Kurikulum Merdeka. Meskipun bermanfaat, penggunaannya juga menimbulkan kendala serta dampak tidak direncanakan. Penelitian sebelumnya jamak mengkaji PMM lewat model TAM, CIPP, dan UEQ, namun belum banyak menelaah dampak aktual serta sampingan sebagai fokus utama. Celah penelitian ini diisi menggunakan model Goal-Free Evaluation (GFE). Model ini memungkinkan evaluator melihat hasil program secara lebih luas dan menangkap dampak tidak terduga tanpa terikat tujuan awal. Penelitian bertujuan mengevaluasi penggunaan PMM di SDN 8 Sokong, Kabupaten Lombok Utara, Nusa Tenggara Barat. Pendekatan kualitatif digunakan dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Analisis difokuskan pada dampak positif, negatif, serta sampingan penggunaan platform tersebut. Hasil penelitian menunjukkan dampak positif PMM meliputi peningkatan kompetensi guru, kemudahan akses perangkat ajar, pengembangan variasi metode pembelajaran, penguatan budaya refleksi, pemetaan kemampuan awal murid melalui asesmen diagnostik, serta peningkatan kolaborasi antarguru. Di sisi lain, ditemukan dampak negatif berupa bertambahnya beban kerja, kesenjangan kemampuan digital guru, serta keterbatasan jaringan internet dan kuota. Adapun dampak sampingan yang muncul meliputi tumbuhnya budaya belajar antarguru melalui pendampingan sebaya, peningkatan rasa percaya diri dan identitas profesional guru, serta berkembangnya literasi digital. Penerapan GFE memberikan perspektif evaluasi yang lebih luas karena berhasil menangkap dampak aktual serta dampak yang tidak direncanakan sebelumnya.

Evaluation of the Use of the 'Merdeka Mengajar' Platform Using the Goal-Free Evaluation Model

Abstract

The Platform Merdeka Mengajar (PMM)—or the "Independent Teaching Platform"—was developed to support teacher competency and the implementation of the Kurikulum Merdeka (Independent Curriculum). While beneficial, its use has also presented challenges and led to unintended consequences. Previous research has frequently examined PMM using models such as TAM, CIPP, and UEQ; however, few studies have focused primarily on its actual and collateral impacts. This research gap is addressed here through the use of the Goal-Free Evaluation (GFE) model. This model allows evaluators to examine program outcomes more broadly and capture unexpected impacts, independent of the program's original objectives. This study aims to evaluate the use of PMM at SDN 8 Sokong, North Lombok Regency, West Nusa Tenggara. A qualitative approach was employed, with data collected through interviews, observations, and documentation. The analysis focuses on the positive, negative, and collateral impacts resulting from the use of the platform. The findings indicate that the positive impacts of PMM include enhanced teacher competency, easier access to teaching materials, a greater variety of instructional methods, a strengthened culture of reflection, the assessment of students' initial abilities through diagnostic tools, and improved collaboration among teachers. Conversely, negative impacts include an increased workload, disparities in teachers' digital proficiency, and limitations related to internet connectivity and data quotas. Collateral impacts include the emergence of a peer-learning culture, increased teacher self-confidence and professional identity, and the development of digital literacy. The application of the GFE model provides a broader evaluative perspective by successfully capturing both the actual outcomes and the previously unplanned consequences.