Model L – EARN dalam Analisis Kebijakan Merdeka Belajar Sebagai Strategi Peningkatan Mutu Pendidikan

Siti Hajar Nurhasanah; Ahmad Suriansyah; Sulistiyana Sulistiyana

Model L – EARN dalam Analisis Kebijakan Merdeka Belajar Sebagai Strategi Peningkatan Mutu Pendidikan

Siti Hajar Nurhasanah, Ahmad Suriansyah, Sulistiyana Sulistiyana

Abstract

Abstract: The Merdeka Belajar policy was launched to improve the quality of education by strengthening school autonomy and providing flexibility in the learning process. However, its implementation still faces several challenges, particularly regarding human resource readiness, capacity disparities between schools, and weak policy analysis at the school level. This study analyzes the implementation of the Merdeka Belajar policy using the L-EARN (Listen, Empathize, Analyze, Recommend, Navigate) Model as a framework. The method used was an Integrative Literature Review (ILR) by reviewing various leading international journal articles and national education policy documents. Data analysis was conducted through four stages: content analysis, thematic mapping, conceptual model development, and contextual analysis. The results show that the main challenges in implementing this policy include limited teacher capacity, low levels of data literacy in schools, and suboptimal instructional leadership. The use of the L-EARN Model helps identify gaps between regulations and learning practices and provides a more contextual and sustainable direction for policy improvement. The conclusions of this study indicate that the implementation of Merdeka Belajar requires an adaptive, participatory, and sustainable policy learning process to truly drive improvements in education quality.
Keywords: Independent Learning; education policy analysis; L–EARN Model; education quality

Abstrak: Kebijakan Merdeka Belajar dicanangkan untuk meningkatkan kualitas pendidikan dengan memperkuat otonomi sekolah serta memberikan fleksibilitas dalam proses pembelajaran. Meski demikian, pelaksanaannya masih dihadapkan pada sejumlah tantangan, terutama menyangkut kesiapan sumber daya manusia, ketimpangan kapasitas antar sekolah, dan lemahnya analisis kebijakan di tingkat sekolah. Penelitian ini menganalisis implementasi kebijakan Merdeka Belajar dengan menggunakan Model L–EARN (Listen, Empathize, Analyze, Recommend, Navigate) sebagai kerangka berpikir. Metode yang digunakan berupa Integrative Literature Review (ILR) dengan mengkaji berbagai artikel jurnal internasional terkemuka dan dokumen kebijakan pendidikan nasional. Analisis data dilakukan melalui empat tahapan: analisis konten, pemetaan tematik, pengembangan model konseptual, dan analisis kontekstual. Hasil penelitian memperlihatkan bahwa tantangan utama dalam implementasi kebijakan ini antara lain keterbatasan kapasitas guru, rendahnya tingkat literasi data di sekolah, dan belum optimalnya kepemimpinan pembelajaran. Penggunaan Model L–EARN membantu mengidentifikasi kesenjangan antara regulasi dan praktik pembelajaran serta memberikan arah perbaikan kebijakan yang lebih kontekstual dan berkelanjutan. Simpulan dari penelitian ini menunjukkan bahwa implementasi Merdeka Belajar membutuhkan proses pembelajaran kebijakan yang adaptif, partisipatif, dan berkelanjutan untuk benar-benar mendorong peningkatan mutu pendidikan.
Kata kunci: Merdeka Belajar; analisis kebijakan pendidikan; Model L–EARN; mutu pendidikan

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