







































 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

282 
 

CONSTRUCTIVIST PERSPECTIVES ON THE RUANG GTK 
PLATFORM: ENGLISH TEACHERS’ EXPERIENCES IN 

PALOPO HIGH SCHOOLS 
 

Lestari Yanti1*, Sahraini 2, & Magfirah Thayyib 3 
1,2,3 UIN Palopo, Indonesia 

 
*2305040006@iainpalopo.ac.id 

 

ABSTRACT 

This study explores English teachers’ perceptions of the implementation of the Ruang Guru 
dan Tenaga Kependidikan (Ruang GTK) at SMAN 2 Palopo and SMKN 1 Palopo. As a 
transformation of PMM, Ruang GTK aims to facilitate teacher professional development, 
support performance management, and promote innovative teaching aligned with the 
Merdeka Curriculum. Employing a qualitative descriptive method, the data were collected 
through interviews, classroom observations, and document analysis involving twelve 
English teachers. The results indicate that most participants expressed favorable views 
toward the platform, particularly valuing its ease of access, the practicality of self-directed 
learning modules such as Pelatihan Mandiri, Diklat, Komunitas, Inspirasi Pembelajaran dan 
Dokumen Rujukan. These features improved teaching and learning quality. Nevertheless, 
several underutilized features of the Ruang GTK platform such as Perangkat Ajar, Refleksi 
Kompetensi, and Sertifikasi Pendidik present key challenges related to relevance, 
accessibility, and functionality. Teachers noted that the content lacks contextualization for 
vocational education, some features remain inaccessible, and others offer limited value for 
non-PPG users. The findings underscore the need for further refinement of the platform to 
ensure its effectiveness across diverse teaching contexts. This study offers insights into 
technology-based professional development and highlights the relevance of constructivist 
learning theory in teaching practice. 

Keywords: Constructivist Theory, Merdeka Curriculum, Professional Development, Ruang 
GTK, Teacher Perceptions 

INTRODUCTION 

Merdeka Curriculum is considered one of the primary instruments for transforming 
the national education system and achieving the vision of an ideal school environment. It 
emphasizes student-centered learning, flexibility in teaching approaches, and the 
development of essential competencies. As noted by Zahwa and Nabilah (2022) the Merdeka 
Curriculum is one of the main tools to transform education and realize the school we aspire 
to Merdeka curriculum also aims to help education units, such as teacher, headmaster of 
school and student. However, this is not in line with Wantiana and Mellisa (2023) findings, 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

283 
 

which suggest that the digitalization through the Merdeka Mengajar Platform (PMM) does 
not significantly contribute to an increase in teachers’ workload. There are various problems 
with students at the secondary education level, namely Senior High School (SMA), and 
Vocational High School (SMK) in this country.  

In January, the Ministry of Primary and Secondary Education (Kemendikdasmen) 
officially announced the transformation of the Platform Merdeka Mengajar (PMM) into 
Ruang Guru dan Tenaga Kependidikan (GTK). The change from PMM to Ruang GTK reflects 
MoEC's commitment to creating a stronger, more inclusive and quality education ecosystem, 
with teachers and education personnel at the center. With the concept as a learning and 
inspiration space for teachers, principals, school supervisors, and education personnel, this 
platform aims to support various aspects of education, from teaching to professional 
development by Kementerian Pendidikan Dasar dan Menengah (2025).  There are four main 
features of Ruang GTK such as Belajar Berkelanjutan, Karir dan Kinerja, Inspirasi 
Pembelajaran, and Dokumen Rujukan menus. 

Previous studies have highlighted Merdeka Mengajar Platform (PMM), which is a 
transformation of the Ruang Guru dan Tenaga Kependidikan (GTK), in terms of its 
socialization, benefits, and usage challenges. For instance, Dewa and Suarni (2022) 
conducted a literature-based study and concluded that the PMM platform has a positive 
influence on the learning process, as it encourages teachers to implement project-based 
learning and adopt more progressive approaches. The study highlighted that the platform 
promotes teacher autonomy and aligns with the goals of the Merdeka Curriculum. Similarly, 
Arnes (2023) reported using a mixed-method approach with 93 Civics teachers in Sijunjung, 
found that 90.3% of the participants had a positive perception of PMM, particularly 
regarding its ease of access and support for curriculum implementation. Supporting these 
findings, Setiariny (2023) found that most elementary, junior high, and vocational 
schoolteachers in Jakarta viewed the platform as helpful, although its use was not yet fully 
optimized. The studies confirm that PMM can foster a more independent and flexible 
teaching environment, which aligns with the constructivist view that teachers learn and 
adapt through active engagement. studies confirm that the Merdeka Mengajar Platform 
(PMM) can foster a more independent and flexible teaching environment, in line with the 
constructivist perspective that teachers learn and adapt through active engagement. 

However, other studies reveal contrasting results. According to Melasarianti, 
Maharayu, Yulianti and Sholikhati (2024)  highlighted teachers who encountered significant 
challenges in implementing project-based learning, differentiated instruction, and 
assessment within the framework of the PMM, largely due to the platform’s limited capacity 
to support the development of contextually appropriate teaching materials. These findings 
are corroborated by  Anggraini and Winarti (2023) who highlighted infrastructural barriers 
such as inadequate internet connectivity, unreliable electricity, and limited access to digital 
devices as key impediments to the effective utilization of the platforms in remote areas. 
Despite these insights, most studies have focused on general subjects like Civics or 
Indonesian, and few have investigated the perspectives of English teachers at the SMA and 
SMK levels. Moreover, most of the research employed quantitative or conceptual 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

284 
 

approaches, lacking in-depth qualitative exploration of teachers lived experiences. Local 
contexts such as Palopo remain underrepresented, and prior studies rarely apply 
constructivist theory explicitly. 

Given these gaps, this study aims to explore English teachers’ perceptions of the 
implementation of the Ruang GTK platform in Senior and Vocational High Schools in Palopo. 
Drawing on constructivist learning theory, this research seeks to understand how teachers 
construct professional competence through self-directed learning, reflective teaching, and 
peer collaboration facilitated by digital platforms like Ruang GTK. The study offers a 
contextual, subject-specific, and theory-driven contribution that has been largely absent in 
existing literature. 

METHODS 

This study employed a descriptive qualitative approach with a case study design to 
explore English teachers’ perceptions of the implementation of the Ruang Guru dan Tenaga 
Kependidikan (Ruang GTK) platform. The research was conducted at two secondary schools 
in Palopo, namely SMAN 2 Palopo and SMKN 1 Palopo. This design was selected to obtain an 
in-depth understanding of how teachers utilize the platform’s features in the context of 
English language instruction. 

The participants consisted of twelve English teachers selected through purposive 
sampling, based on their active use and prior experience with the Ruang GTK platform. Six 
participants were from SMAN 2 Palopo, and six from SMKN 1 Palopo. 

Data were collected using three primary techniques: (1) semi-structured interviews 
guided by open-ended questions, (2) observations employing an observation checklist 
developed by the researcher, and (3) documentation, including screenshots and video 
recordings of teacher interactions with the platform. The interview guide and checklist were 
reviewed by two education experts to ensure content validity. 

The research procedure included participant recruitment, interview scheduling and 
execution, classroom observations during English lessons, and collection of relevant 
documentation. The focus was on exploring four key features of the Ruang GTK platform: 
Belajar Berkelanjutan, Karir dan Kinerja, Inspirasi Pembelajaran, and Dokumen Rujukan. 

Data analysis followed the interactive model of  Miles and Huberman (1994) involving 
three steps: data reduction, data display, and conclusion drawing. To ensure the credibility 
and trustworthiness of the findings, data triangulation was applied by comparing the results 
of interviews, observations, and documentation. This process enabled the identification of 
recurring patterns and supported the formulation of valid and comprehensive conclusions. 

RESULTS 

This study explores English teachers’ perceptions of the Ruang GTK platform in senior 
and vocational high schools in Palopo. Data was collected through interviews, observations, 
and documentation involving 12 teachers from SMAN 2 and SMKN 1 Palopo. 
  

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

285 
 

Menu of “Belajar Berkelanjutan” 

All 12 teachers (100%) expressed appreciation for the Diklat and Pelatihan Mandiri 
features due to their flexibility and accessibility. These features were preferred because they 
allowed teachers to engage in professional development without leaving the classroom.  

“Diklat in Ruang GTK does not interfere with student learning, can be accessed at any 
time, and is free of transport costs”. (T1 SMA) 
“…participating in online training at Ruang GTK is more flexible because it can be 
accessed at any time, unlike conventional training which requires me to leave the 
classroom for several days.” (T1 SMK) 

11 out of 12 (91%) Teachers perceived that the platform provides meaningful support 
for PPG (Pre-service Professional Education) teachers through access to modules and 
discussion forums. However, they considered it less useful or relevant for non-PPG teachers, 
as the content and features appeared more tailored to the needs of those in the PPG program. 

“sertifikasi Pendidik feature can only be accessed by PPG participants...” (T3 SMA) 
“This feature provided a complete guidebook or module to help me complete my tasks as 
a PPG participant. I had discussions with fellow PPG participants after learning from the 
Self-Training, and it increased my understanding.” (T2 SMK) 

All 6 teachers in SMA (100%) stated that the Pelatihan Mandiri feature is useful in 
enhancing pedagogical skills. However, 5 out of 6 SMK teachers (83%) stated that the 
training content is too general and does not align well with the specific needs of vocational 
fields.  

“Pelatihan Mandiri helped me teach English better in new, practical ways. I learnt to 
adapt learning for different abilities of students, improve my teaching through self-
evaluation, and share ideas with other teachers. (T6 SMA) 

However, SMK teachers highlighted that most Pelatihan Mandiri lacks vocational 
specificity.  

“Most of the Pelatihan Mandiri content is for general teachers. I hardly found any 
material on English for Tourism/Marketing that was actually applicable.” (T3 SMK) 

9 out of 12 teachers (75%) engaged with the Komunitas feature and considered it a 
helpful space to share ideas and build networks, although some mentioned limited time and 
motivation. 

“Every time I participate in the MGMP English group discussion in the community feature, 
I always find a new perspective”. (T3 SMA) 
“It is very helpful in finding a real and trusted community to discuss with fellow teachers 
in other cities.” (T4 SMK) 

  

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

286 
 

Menu of “Karir dan Kinerja” 

8 out of 12 teachers (67%) reported using the Pengelolaan Kinerja feature to create 
and monitor their Rencana Hasil Kerja (RHK). Teachers who have used Pengelolaan Kinerja 
feature rate it as having a positive impact on creating a culture of accountability and more 
systematic reporting. This feature facilitates the preparation of the RHK (Rencana Hasil 
Kerja), tracking of performance achievements, and communication between teachers and 
principals. 

“The performance management feature is about making the RHK... Ruang GTK makes the 
whole process more transparent. Every stage of the preparation of the RHK, input from 
the principal, and performance achievements can be clearly tracked”. (T6 SMA) 
“..... making the RHK (Rencana Hasil Kerja) forced me to be more specific in formulating 
indicators of my professionalism as a teacher.” (T4 SMK) 

However, 2 out of 12 teachers (16%) mentioned that creating RHKs was difficult and 
time-consuming. 

“Making the RHK on the platform is difficult and adds more to our workload.” (T5 SMK) 

 Regarding the Refleksi Kompetensi feature, all 12 teachers (100%) said they could not 
access it at all.  

“I can't access the Refleksi Kompetensi feature in Ruang GTK.” (T3 SMA) 
“I cannot access Refleksi Kompetensi in Ruang GTK yet, maybe it is still under 
development”. (T4 SMK) 

Seleksi Kepala Sekolah feature in Ruang GTK is part of the transformation of the digital-
based education leadership and career management system. It is still limited and requires 
socialization support. Many teachers have not yet utilized this feature. 

“I did not participate in the selection because there were too many requirements...” (T2 
T3 SMA) 
I am still evaluating myself whether I have fulfilled all the criteria or not.” (T2 SMK). 

Menu of “Inspirasi Pembelajaran” 

11 out of 12 teachers (92%) said that Ide Praktik, Bukti Karya, and Video Inspirasi 
inspired them to develop more engaging lesson plans. 

“Video Inspirasi feature facilitates teachers to create their own work such as articles, 
modules, learning practices in the form of videos or teaching modules.” (T1 SMA) 
“The strategy from Ide Praktik that I adapted is Recipe Challenge.” (T5 SMK) 
“I learnt to make interesting teaching media after seeing examples in Bukti Karya.” (T4 
SMK) 

6 SMA teachers (100%) found Perangkat Ajar useful and aligned with their curriculum, 
while 5 out of 6 SMK teachers (83%) had to modify the content extensively to suit their 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

287 
 

vocational subjects. 

“Ruang GTK provides Perangkat Ajar in the flexible Teaching Tools feature, making it 
easy for me to adapt learning methods to students' learning styles, such as project-based 
learning for productive classes.” (T4 SMA) 
    “Teaching tools are available, but I have to innovate my own for the Tourism 
department.” (T1 SMK) 

All teachers (100%) found the CP/ATP documents were useful as planning frameworks 
but still required contextualization.  

“...It has been provided in the GTK Room and then modified a little.” (T1 SMA) 
“CP/ATP from Ruang GTK are quite flexible but I often modify the learning techniques.” 
(T1 SMK) 

10 out of 12 teachers (83%) used Asesmen Murid and Kelas features to support 
instruction and group differentiation. 

“Asesmen Murid feature makes it easier for me to understand students' 
needs quickly.” (T6 SMA) 
“Asesmen Murid is very helpful in identifying students when assigning study 
groups in class.” (T2 SMK) 
“Kelas feature helps me understand the dynamics of student participation.” 
(T4 SMA) 

Menu of “Dokumen Rujukan” 

All 12 teachers (100%) accessed the Dokumen Rujukan features, especially Pengelolaan 
Pembelajaran and Peningkatan Kompetensi, which provided guidance for curriculum and 
professional development. Dokumen Rujukan has 4 features. There are Pengelolaan 
Pembelajaran feature Provides reference or guideline documents for implementing the 
Merdeka Curriculum. Pengelolaan Kinerja feature Provides reference or guideline 
documents for developing the RHK (Rencana Hasil Kerja). Peningkatan Kompetensi feature 
Provides documents to improve teacher competencies. Pengelolaan Satuan Pendidikan 
feature Provides regulatory documents and guidebooks for managing educational 
institutions. Teachers utilized documents to align practices with national standards. 
However, some noted limited integration of these documents into day-to-day school 
operations, particularly for performance evaluation. 

“The Pengelolaan pembelajaran feature has documents such as the Merdeka 
Curriculum Implementation Guide. This becomes one of our teachers' discussion 
materials at teacher and school official meetings." (T3 SMA) 
“One of the Dokumen Rujukan in the Ruang GTK is the Ministry of Education's 
Decree on the Expertise spectrum of SMK...” (T4 SMK) 
“There are guidebooks to improve teacher competencies in the Peningkatan 
Kompetensi feature such as the operational guide for the Teacher Competency 
Model”. (T5 SMK) 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

288 
 

“…. made us learn to understand the indicators in the report card and develop school 
programmed according to real needs.” (T5 SMA) 

To complement the interview findings, an observation checklist was employed to 
examine the actual engagement of teachers with the Ruang GTK platform in their daily 
professional routines. This observational data aimed to validate and enrich the interview 
responses by identifying patterns of usage, feature engagement, and instructional 
integration across the platform's various menus. The following outlines key insights derived 
from the observations. 9 out of 12 (75%) teachers regularly opened the Ruang GTK platform 
either before or after teaching English lessons, showing that it is becoming part of their 
professional routine. Nearly all teachers participated in government-organized training 
(Diklat) and had experience with the certification features provided in the platform, 
reflecting a strong commitment to improving their professional qualifications. All teachers 
(100%) accessed the Pelatihan Mandiri feature, indicating high motivation for self-paced 
learning.  

Similarly, the Komunitas feature was actively used by most teachers to connect with 
peers, suggesting that the platform supports not only individual learning but also 
professional collaboration. Only one teacher (8%) was involved in the Principal Selection 
feature, which is likely due to its limited relevance for classroom teachers. In terms of 
instructional use, only half of the teachers (50%) used teaching modules from the platform 
to support students’ understanding, showing that such content is still not fully integrated 
into classroom practice. However, all teachers (100%) made adaptations to the CP and ATP 
based on student needs, such as using role play and differentiated instruction. This shows 
their awareness of learner diversity. Additionally, all teachers (100%) used the platform's 
reference features, such as Bukti Karya, Video Inspirasi, and Ide Praktik, to seek teaching 
ideas, and nearly all used the Kelas feature to assess student progress.  

The observation shows that the Ruang GTK platform has become an integral part of 
teachers’ professional routines and is actively utilized to support competency development, 
collaboration, and the enhancement of instructional practices. While the level of integration 
into classroom activities varies, all teachers demonstrated a positive response and an 
awareness of the need to adapt their teaching to meet students’ diverse needs. These findings 
highlight the platform’s role in fostering professionalism and reflective teaching practices. 

Based on the data obtained, all English teachers at both senior and vocational high 
schools in Palopo generally view the Ruang GTK platform as a valuable resource for 
supporting their professional responsibilities. All teachers reported that the platform helps 
them access training, exchange ideas, and find teaching inspiration. Features such as 
Pelatihan Mandiri, Komunitas, Inspirasi pembelajaran menu and Dokumen Rujukan menu 
were seen as especially helpful, particularly by SMA teachers who found them relevant to 
their instructional needs. However, SMK teachers highlighted several limitations, especially 
the lack of content tailored to vocational subjects. For example, much of the training and 
teaching materials required significant adaptation before use in vocational classes.  

Other issues included restricted access to certain features like Refleksi Kompetensi, 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

289 
 

and minimal use of administrative tools such as Seleksi Kepala Sekolah, which many teachers 
felt were not directly relevant to their roles. Despite these challenges, teachers consistently 
demonstrated a willingness to engage with the platform. Observational data also showed 
that Ruang GTK is increasingly integrated into daily teaching routines, especially for 
accessing reference documents, evaluating students, and designing lesson plans. This 
indicates strong potential for the platform to support teacher growth in both individual and 
collaborative contexts.  

To ensure broader and more effective use, future platform development should focus 
on expanding content specific to vocational education, improving accessibility across all 
features, and providing practical guidance on how to integrate the platform into classroom 
instruction. With these improvements, Ruang GTK can become a more inclusive and 
impactful tool for professional learning and instructional enhancement in line with the goals 
of the Merdeka Curriculum. 

DISCUSSION 

The discussion is structured according to the four main features of Ruang GTK, as 
outlined by the Ministry of Primary and Secondary Education (MoEC) (2025): Belajar 
Berkelanjutan, Karir dan Kinerja, Inspirasi Pembelajaran, and Dokumen Rujukan. This 
section discusses the implications of the findings through the lens of constructivist learning 
theory (Bruner, 1960; Vygotsky, 1934; Piaget, 1953; Synder, 2009). 

Menu of “Belajar Berkelanjutan” 

The Belajar Berkelanjutan menu, specifically the Pelatihan Mandiri and Diklat features 
was perceived as flexible and beneficial for autonomous learning. This supports the 
constructivist idea that learners, including teachers, construct knowledge actively through 
experience and self-reflection Bruner (Bruner Jerome, 1960), SMK teachers expressed a lack 
of vocationally relevant content, indicating a misalignment between centralized content 
delivery and localized instructional needs. This is also supported by research from  Setiariny 
(Setiariny, 2023) which states that Ruang GTK is very useful for improvements in the quality 
of learning, both felt by students and educators in education unit. Her research adopts Davis 
(1989) Technology Acceptance Model (TAM) framework to explore the factors of acceptance 
of the Merdeka Mengajar Platform (PMM) in general, by emphasizing teachers' general 
perceptions regarding the platform’s usefulness and ease of use.  

In contrast to this approach, this study specifically analyses English teachers' 
perceptions of the implementation of Ruang GTK through a constructivist theory approach. 
And then, Teachers perceive the Sertifikasi Pendidik feature on Ruang GTK as beneficial 
mainly for those enrolled in the PPG program, offering useful modules and forums. However, 
non-PPG teachers find it less relevant due to limited access. From a constructivist 
perspective by Bruner (Bruner Jerome, 1960), the feature lacks opportunities for active, 
reflective, and collaborative learning, making it less aligned with the principles of meaningful 
knowledge construction. This finding aligns with previous studies highlighting by Marisana, 
Iskandar and Kurniawan (2023) the benefits of PMM in enhancing teacher competencies 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

290 
 

through learning resources and collaboration but differs in terms of the limited accessibility 
of the certification feature, which remains restricted to certain groups.  

Therefore, this feature needs to be developed to be more inclusive and support 
continuous professional learning for all teachers, in line with the spirit of the Merdeka 
Curriculum. And the last, Komunitas feature fosters social collaboration as described by 
Snyder, particularly through MGMP (English Teacher Working Group) discussions and the 
exchange of contextualized teaching strategies. In line with constructivist learning theory 
particularly Vygotsky (1978) social constructivism, the Komunitas feature reflects the 
principle that knowledge construction is facilitated through meaningful social interaction. 
This finding is consistent with Arnes (Arnes, 2023) research, which highlights how the PMM 
platform supports a continuous learning ecosystem and sustains teacher engagement 
through its collaborative features. While Arness’ research focused on the early use of the 
PMM platform in PPKn learning at the junior high level, this study explores English teachers’ 
perceptions of the Ruang GTK platform as its evolved successor, highlighting the progression 
of educational platform research across subjects and contexts. 

Menu of “Karir dan Kinerja” 

The Karir dan Kinerja menu, especially Pengelolaan Kinerja helped teachers monitor 
their professional goals. This feature aligns with Piaget’s notion of structured cognitive 
development, where teachers plan and act within clearly defined frameworks. Arnes (Arnes, 
2023) previous study also indicates that the Ruang GTK platform encourages teachers to 
take a more active role in managing their professional development. But in this study analyze 
the use of PMM by civics teacher.   However, the present study offers an additional 
perspective from vocational high school (SMK) teachers, highlighting the need for greater 
flexibility in developing RHKs that align with the specific characteristics of vocational 
education.  

However, the inaccessibility of the Refleksi Kompetensi feature indicates limitations in 
system integration and implementation readiness, in line with previous studies that revealed 
digital platforms often overlook user readiness  Sartikasari (2023). Moreover, engagement 
with the Seleksi Kepala Sekolah feature does not inherently reflect the application of 
constructivist principles, as its primary function serves as an administrative selection 
process rather than facilitating experiential or collaborative learning. However, the ability to 
understand and apply the theory is a hidden consideration in the assessment of learning 
leadership. Candidates who can integrate the principles of constructivism into their vision, 
supervision and teacher development will have more value in the selection process.  

Menu of “Inspirasi Pembelajaran” 

The Inspirasi Pembelajaran menu was considered highly useful, especially by SMA 
teachers, for supporting instructional design. Features such as Ide Praktik, Bukti Karya and 
Video Inspirasi reflect Bruner’s theory that learning is enhanced through multiple 
representations and modeling. However, the gap between SMA and SMK teacher experiences 
demonstrates that digital content must be scaffolded to meet teachers' proximal 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

291 
 

development zones Vygotsky, (1978)). Vocational teachers often modified general materials 
to fit their specific subjects, indicating an unmet demand for more contextualized resources. 
SMA teachers valued the Perangkat Ajar and CP/ATP features for offering ready-to-use 
materials that support classroom delivery.  

In contrast, SMK teachers found the content too general and not fully aligned with 
vocational needs. This reflects Bruner (Bruner Jerome, 1960) and  Piaget (Piaget, 
1952)constructivist view that learning requires contextual adaptation. When modifying 
materials, SMK teachers actively reconstruct knowledge through experiential processes. 
Stress the platform’s potential, while noting the need for content refinement and contextual 
adaptation for effective use in real classrooms Lisvian and Suliana (2022) . However, the 
study focused only on the analysis of elementary school teachers and therefore does not fully 
represent the needs of teachers at the vocational high school (SMK) level.  

The Asesmen Murid and Kelas feature plays a crucial role in facilitating formative 
assessment and instructional reflection. Senior high school teachers primarily use it to 
monitor students’ levels of understanding, enabling them to identify learning gaps and adapt 
their teaching strategies accordingly. In contrast, vocational high school teachers apply the 
feature more strategically by organizing learning groups based on vocational departments 
and specific competencies, ensuring alignment with the practical and technical skills 
demanded in each field. This targeted use demonstrates a more integrated approach to 
differentiated and contextualized learning, particularly within vocational education. In line 
with Vygotsky’s (1978) scaffolding theory, this feature allows teachers to tailor instructional 
support to students’ cognitive development levels.  

The value of assessment tools in helping teachers interpret learning outcomes and 
design more focused and effective teaching strategies Aritonang and Aziz (2023). However, 
their study analyzed the Merdeka Mengajar Platform (PMM), while the present study focuses 
on Ruang GTK, which is a transformation of PMM. 

Menu of “Dokumen Rujukan” 

The Dokumen Rujukan menu functions as a key support tool for teachers in engaging 
with collaborative planning, curriculum alignment, and professional development. It 
provides essential reference documents used in peer discussions, community forums, and 
instructional material development, aligning with Vygotsky (1986) theory of social 
constructivism, which emphasises learning through interaction and collaboration. For 
example, SMK teachers utilise these documents to co-create vocational modules and 
authentic assessments, reflecting the Zone of Proximal Development (ZPD) through peer 
support.  

Features like Pengelolaan Pembelajaran and Pengelolaan Kinerja help teachers 
interpret curriculum structures and formulate performance targets, in line with Bruner 
(Bruner Jerome, 1960) scaffolding theory that stresses structured guidance in developing 
independent competence. Meanwhile, the Peningkatan Kompetensi feature supports 
reflective, autonomous learning through modules and guidelines, though some teachers call 
for more interactive and accessible content. The Pengelolaan Satuan Pendidikan feature 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

292 
 

further enables school-wide collaboration using tools such as the Education Report Card.  
These findings are supported by previous studies  which confirm that the Ruang GTK 

platform enhances teacher capacity, curriculum literacy, and collaborative culture, while 
also highlighting the need for improved contextual relevance and usability by Arnes (Arnes, 
2023) and Setiariny (Setiariny, 2023). However, both studies focused on general teachers’ 
level and were conducted in urban areas or regions with adequate infrastructure. 

CONCLUSION 

In summary, based on the overall discussion, it can be concluded that English teachers 
at SMAN 2 and SMKN 1 Palopo generally responded positively to the implementation of the 
Ruang GTK platform, especially features that support professional development and 
classroom instruction. The Belajar Berkelanjutan menu particularly Pelatihan Mandiri and 
Diklat feature was seen as flexible and effective for independent teacher learning. The 
Inspirasi Pembelajaran menu and Komunitas feature were considered useful in promoting 
reflection and collaboration, aligning with constructivist principles of experiential and social 
learning. Similarly, while Dokumen Rujukan supported collaborative planning and 
curriculum alignment, teachers expressed the need for more interactive, accessible, and 
relevant content. 

However, several important issues related to underutilized features in the 
implementation of the Ruang GTK platform involve limitations in relevance, accessibility, 
and functionality. In the Perangkat AJar feature, teachers reported that the content remains 
too general and has not been fully adapted to the specific needs of vocational schools at the 
SMK level. Furthermore, the Refleksi Kompetensi feature is currently not functionally 
available, thus failing to support teachers’ professional evaluation and reflection processes 
effectively. Meanwhile, the Sertifikasi Pendidik feature is also perceived as less beneficial for 
non-PPG teachers, as it only displays personal information without offering concrete support 
for their professional development. 

This study is limited to a qualitative analysis of English teachers in two schools in 
Palopo and may not fully represent the perspectives of teachers in other subjects or regions, 
especially those with differing infrastructure or teaching environments. Further studies are 
recommended to explore the implementation of Ruang GTK across diverse subject areas and 
regions especially rural or underserved communities. Quantitative approaches could also 
complement these findings and assess the broader impact of the platform on teacher 
performance and student learning outcomes. Future research should also investigate how 
constructivist frameworks can be more deeply embedded in platform design to ensure 
sustained and equitable professional development for all teachers. 

ACKNOWLEDGMENT 

The authors extend their heartfelt and sincere appreciation to the twelve English 
teachers who participated in this study with dedication, generously offering their time, 
sharing their experiences, and contributing valuable insights. Gratitude is also conveyed to 
the school authorities for granting permission and fostering a supportive environment 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

293 
 

throughout the research process. This study would not have been successfully completed 
without the collaboration, openness, and assistance of both the participants and the 
institution. 

REFERENCES 

Anggraini, G., & Winarti, W. (2023). Problematika Penggunaan Platform Merdeka Mengajar 
(PMM) Pada Daerah Tanpa Jaringan Listrik (Studi di SMPN Satu Atap 2 Mentaya Hulu). 
Bitnet: Jurnal Pendidikan Teknologi Informasi, 8(2), 103–112. 
https://doi.org/10.33084/bitnet.v8i2.5534 

Aritonang, & Aziz, S. (2023). Utilization of Assessment Features in Platform Merdeka 
Mengajar (PMM) in the Assessment of Indonesian Language Learning. Jurnal 
Pendidikan, 134–141. 

Arnes, A. (2023). Edukatif : Jurnal Ilmu Pendidikan Analisis Pemanfaatan Platform Merdeka 
Mengajar Oleh Guru PPKn untuk Akselerasi Implementasi Kurikulum Merdeka. 5(1), 60–
70. 

Bruner Jerome. (1960). The Process of Education. London: Harvard University Press. 

Daniels, H. (2016). Vygotsky and Pedagogy. Vygotsky and Pedagogy, 1–198. 
https://doi.org/10.4324/9781315617602 

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of 
information technology. MIS Quarterly: Management Information Systems, 13(3), 319–
339. https://doi.org/10.2307/249008 

Dewa, Suarni, A. (2022). Analisis Kurikulum Merdeka Mengajar dan Platform Merdeka Belajar 
untuk Mewujudkan Pendidikan yang Berkualitas. 8, 238–244. 

Kementerian Pendidikan Dasar dan Menengah. (2025). Apa Itu Ruang GTK? 

Lisvian Sari, A. S., Cicik Pramesti, Suryanti, & Riki Suliana R.S. (2022). Sosialisasi Platform 
Merdeka Mengajar Sebagai Wadah Belajar Dan Berkreasi Guru. Jurnal Penamas Adi 
Buana, 6(01), 63–72. https://doi.org/10.36456/penamas.vol6.no01.a6105 

Marisana, D., Iskandar, S., & Kurniawan, D. T. (2023). Penggunaan Platform Merdeka 
Mengajar untuk Meningkatkan Kompetensi Guru di Sekolah Dasar. Jurnal Basicedu, 7(1), 
139–150. https://doi.org/10.31004/basicedu.v7i1.4363 

Melasarianti, L., Marahayu, N. M., Yulianti, U. H., & Sholikhati, N. I. (2024). Aliterasi : Jurnal 
Pendidikan , Bahasa dan Sastra Analisis Implementasi Kurikulum Merdeka Belajar 
Tingkat SMA dan SMK Negeri di Kabupaten Banyumas. 5(01). 

Miles and Huberman. (1994). An analytic approach for discovery. SAGE Publications, Vol. 
1304, pp. 89–92. 

Piaget, J. (1952). The Origins of Intelligence in Children. In International Universities Press. 
New York, USA: International Universities Press. https://doi.org/10.1037/h0051916 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689


 

  
 

Copyright © The Author(s) 
Vol.6, No. 4, Oktober 2025 

e-ISSN: 2723-4126 
p-ISSN: 2776-8880 

 

294 
 

Sartikasari, D. (2023). Pengaruh Penggunaan Platform Merdeka Mengajar Terhadap 
Kesiapan Guru dalam Implementasi Kurikulum Merdeka Di Gugus Gatot Subroto, 
Kecematan Unggaran Timur. International Journal of Technology, 47(1), 100950. 

Setiariny, E. (2023). Pemanfaatan Platform Merdeka Mengajar Sebagai Upaya Meningkatkan 
Kualitas Pembelajaran. Jurnal Lingkar Mutu Pendidikan, 20(1), 23–33. 
https://doi.org/10.54124/jlmp.v20i1.81 

Synder, M. M. (2009). Instructional-design theory to guide the creation of online learning 
communities for adults. TechTrends, 53(1), 48–56. https://doi.org/10.1007/s11528-
009-0237-2 

Vygotsky, L. (1986). Thought and Language. The MIT Press. 
https://doi.org/10.1093/mind/os-xvi.62.181 

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. 
In Harvard University Press. London, England: Harvard University Press. 

Wantiana, I., & Mellisa, M. (2023). Kendala Guru dalam Penerapan Kurikulum Merdeka. 
Jurnal Basicedu, 7(3), 1461–1465. https://doi.org/10.31004/basicedu.v7i3.5149 

Zahwa, N., & Nabilah, K. F. (2022). Kurikulum Merdeka untuk Meningkatkan Kualitas 
Pembelajaran. Jurnal Pendidikan Dan Konseling (JPDK), 4(6), 13404–13408. 

 

http://u.lipi.go.id/1593190689
http://u.lipi.go.id/1593190689

