Rethinking Guru Penggerak Program Management in the Merdeka Curriculum Era: A Catalyst for Learning Quality Enhancement?

Abstract

This study examines how the Guru Penggerak program is managed under the Merdeka Curriculum, a framework intended to improve teaching and learning and to raise students’ motivation, with particular attention to mathematics education. Using a qualitative descriptive design, we collected data at SMA Negeri 1 Ulu Musi from mathematics Guru Penggerak teachers, the School principal, the vice-principal for curriculum, and eight eleventh-grade students selected through purposive sampling. The program was managed effectively and in line with established procedures across four stages. Planning involved mapping teachers and instructional strategies, aligning program goals with the school’s vision and mission, and involving stakeholders; organizing was characterized by active teacher participation, leadership support, and the application of best practices; implementation brought innovative teaching methods, greater student engagement and achievement, and collaborative, creative school initiatives; and monitoring consisted of applying new strategies and refining the program on the basis of systematic evaluation. The program’s success was supported by student motivation, the use of varied teaching methods, technology-based instructional innovation, and sound evaluation techniques. The novelty of the study lies in setting out Guru Penggerak program management through explicit indicators and sub-indicators, which gives schools a structured framework for assessment. At SMA Negeri 1 Ulu Musi, effective management of the program increased students’ interest in mathematics and improved their understanding of the subject through innovative pedagogical practice. We therefore recommend that the program be refined continuously so that gains in the quality of teaching and learning can be sustained.