ENHANCING ENGLISH TEACHERS’ PEDAGOGICAL COMPETENCE THROUGH “REAL ACTION” FEATURES ON THE MERDEKA MENGAJAR PLATFORM (PMM)
DOI:
https://doi.org/10.33603/perspective.v13i2.10584Keywords:
“Real Action” Features, English Teachers’ Pedagogical Competence Merdeka Mengajar Platform (PMM), Teaching on ELTAbstract
The “Real Action” features within the PMM are designed to bridge the gap between theory and practice. These features encourage teachers to engage in reflective practices, collaborative learning, and continuous professional development. This study employs a descriptive qualitative-methods research design to explore the implementation of “realaction” features in Merdeka Mengajar Platform (PMM) aimed at enhancing English teachers’ pedagogical competence. The qualitative data from interviews and focus group discussions. The participants in this study were English teachers from various educational institutions across East Java, specifically those who are active users of the PMM platform. A total of 200 teachers were selected through a stratified random sampling technique to ensure representation from different areas, school types (public and private), and teaching experience levels. The results of this study indicate that the implementation of “real action” features in Merdeka Mengajar Platform has had a profound impact on enhancing English teachers’ pedagogical competence.
References
Ambarwati, I. (2019). Enhancing the Quality of Education through Teacher Self-Development. Journal of Educational Developments, 5(2), 123-134.
Andriani, I., Hidayati, H., Abdullah, A., Rosmala, R., & Supriyono, S. (2022). Teacher Productivity and Self-Development: Agents of Change in Education. Indonesian Journal of Education Research, 17(1), 45-58.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
DOI: 10.1191/1478088706qp063oa
Brown, T. (2019). Digital Platforms in Teacher Professional Development: Opportunities and Challenges. Journal of Educational Technology.
Budiarti, R. (2022). Responses of English Teachers to the Merdeka Mengajar Platform. International Journal of Language Education, 11(3), 78-89.
Clark-Wilson, A., Robutti, O., & Thomas, M. O. J. (2020). Exploring the Relevance of Teacher Self-Developmentt in Classroom Contexts. Mathematics Education Research Journal, 32(3), 299-320.
Daimah, M., & Suparni, S. (2023). The Merdeka Curriculum: Freedom in Designing English-Learning Experiences. Journal of Curriculum Studies, 29(1), 15-31.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute. DOI/Link: https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: A synthesis of the findings from the best available research. In The future of professional development: What works for teachers and students. New York, NY: Routledge.
El-Ahwal, M. (2020). The Role of Teachers in Providing Quality Education in the Digital Age. International Journal of Educational Science and Research, 10(4), 21-30.
Fadhliyah, A., Mirizon, M., & Petrus, A. (2020). Teachers’ Contribution to Quality Learning: A Contemporary Perspective. Education and Learning Journal, 9(1), 33-47.
Fatmawati, F., & Utama, R. (2023). Teaching Quality and Educator Development in Indonesia. Asian Journal of Education and e-Learning, 11(2), 99-112.
Gupta, A. (2023). Teacher Autonomy and Curriculum Reform: Lessons from Indonesia. Asia-Pacific Educational Review.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hague, C., & Payton, S. (2010). Digital Literacy Across the Curriculum: ICT in Education Series. Bristol, UK: Futurelab.
Hollebrands, K. F., & Lee, H. S. (2020). The Impact of Digital Platforms on Teacher Professional Development. Journal of Technology and Teacher Education, 28(4), 507-525.
Indonesian Ministry of Education and Culture. (2021). Merdeka Mengajar Platform: Guidelines for Educators.
Jawahir, A., & Yusuf, Y. (2021). Analyzing the Merdeka Mengajar Platform: Responses from Educators. Journal of Indonesian Education Policy, 5(2), 102-114.
Johnson, L. (2021). Integrating Technology in Teacher Professional Development: An Empirical Study. Educational Technology Research and Development, 69(1), 145-164.
Johnson, L., & Lee, S. (2022). Beyond Theory: Practical Training in Teacher Education. Journal of Teacher Development.
Kartomo, A., & Slameto, S. (2016). Self-Development for Teachers: Effective Methods and Best Practices. Journal of Teacher Education, 12(3), 45-58.
Konig, J., Blomeke, S., Jentsch, E., Schlesinger, D., Nee-Nehls, K., Musekamp, F., & Kaiser, G. (2021). Analyzing Teachers’ Professional Development in Modern Education: Findings from a Large-Scale Study. Teaching and Teacher Education, 98, 103-112.
Lei, S. A., & Medwell, J. (2021). The Role of Digital Resources in Enhancing Teacher Teaching Quality. British Journal of Educational Technology, 52(6), 3275-3290.
Lestari, D., Hendarman, H., & Hidayat, R. (2022). The Role of Teacher Productivity in Educational Quality: Evidence from Indonesia. Educational Review, 74(1), 10-26.
Mamoh, A. A., & Bete, A. (2019). Teachers: The Cornerstone of Education with Responsibilities for the Future. Journal of Educational Leadership and Community Engagement, 4(1), 50-65.
Nelly, L. J., Situmorang, R., & Iriani, M. (2022). Enhancing Students’ Learning Outcomes through Teacher Development Programs. International Journal of Education and Learning, 5(3), 100-112.
Nuryanti, F., Abdullah, A., & Murniati, L. (2022). Self-Development and Teacher Competence: A Pathway to Enhanced Educational Outcomes. Global Journal of Educational Research, 20(4), 299-310.
Pepin, B., Xu, R., Trouche, L., & Wang, S. (2017). Digital Technologies in Mathematics Teacher Education: The Role of Platforms in Professional Development. Education and Information Technologies, 22(4), 1861-1880.
Putu, A. S., Arnyana, I. W., Dantes, I. M., & Wirawan, I. G. (2023). The Significance of Merdeka Mengajar in Promoting Teacher Professionalism. International Journal of Education and Training, 4(1), 10-19.
Safruddin, M., Suaedi, A. M., & Ilyas, Y. (2020). The Importance of Teacher Self-Development in Modern Education. Journal of Educational Research and Reviews, 8(2), 1-10.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Setyawan, W., & Syamsuryawati, M. (2023). Merdeka Mengajar: A Platform to Support Innovative Learning in Indonesia. Journal of Innovative Education, 6(2), 75-88.
Sennen, S. B. (2020). Professional Development of Teachers and Its Impact on Education Quality. Asian Educational Research Journal, 8(3), 56-70.
Sheveleva, J., Mahotin, P., Lesin, V., & Curteva, Y. (2021). Professionalism as a Key Factor in Education Quality: A Survey Story. International Journal of Educational Studies, 9(2), 45-62.
Suryawati, S., Harfal, Z., & Syafrinal, M. (2021). Teacher Quality and Effective Learning Strategies: A Review. Indonesian Journal of Education Studies, 19(1), 15-28.
Smith, J., & Brown, K. (2022). Evaluating the Impact of Technology on Teacher Effectiveness. Journal of Educational Technology Systems, 50(3), 325-341
Smith, R. (2020). Pedagogical Competence and Student Outcomes: A Global Perspective. International Journal of Educational Research.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.
World Bank. (2023). Addressing Educational Disparities in Indonesia: A Policy Brief.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Dwistri Yulanda, Nico Irawan, Endah Yulia Rahayu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
