Pemanfaatan teknologi untuk mendukung pembelajaran mandiri di era kurikulum merdeka

Abstract

Kurikulum Merdeka positions learners as agents who regulate their own pace, direction, and style of learning, a shift that demands adequate technological support. This article examines the role of technology as an enabler of flexible learning by focusing on five aspects: learning platforms and open educational resources, digital material design based on microlearning, the use of Learning Management Systems (LMS) and collaboration tools, accessibility and the digital divide, and student data security policy. The method applied is a conceptual review that synthesizes academic literature, government regulations, and field practices in Indonesia. The findings show that technology functions not merely as an administrative tool but as an infrastructure that determines the extent to which learning autonomy can be realized: open platforms expand access to learning resources, microlearning adjusts cognitive load to learner characteristics, and LMS bridges individual autonomy with the need for collaboration. However, infrastructure gaps between urban and rural areas, along with weak governance of student personal data, risk turning these benefits into new forms of inequality. This article concludes that optimizing technology within Kurikulum Merdeka requires alignment between pedagogical design, infrastructure equity, and compliance with data protection regulations, as mandated by Law No. 27 of 2022. The practical implication is that schools need to formulate technology-use policies that integrate pedagogical, accessibility, and data-security dimensions simultaneously.