Learning Transformation in the Merdeka Belajar and Kampus Berdampak Era: Synergy of Technology, Pedagogy, and Digital Assessment

Authors

  • Rodika Utama Universitas Ahmad Dahlan
  • Dian Artha Kusumaningtyas Universitas Ahmad Dahlan
  • Mohamed Yusuf Wako Technical University of Mombasa
  • Asnin Nur Salamah Carl von Ossietzky Universität Oldenburg

DOI:

https://doi.org/10.37891/kpej.v9i1.1065

Abstract

The transformation of physics education in the Merdeka Belajar era represents a fundamental paradigm shift in how teachers and students perceive, construct, and apply scientific knowledge. This article presents a theoretical and reflective analysis of the integration of technology, pedagogy, and digital assessment within the context of Indonesian physics education. Using a narrative–reflective approach and a review of recent literature, the study articulates how the Technological Pedagogical and Content Knowledge (TPACK) framework serves as a conceptual foundation for building collaborative, flexible, and scientifically literate learning ecosystems. The findings suggest that the integration of digital tools—such as PhET interactive simulations and Tracker-based video analysis—enhances conceptual understanding, promotes critical thinking, and facilitates continuous formative assessment. Philosophically, Merdeka Belajar embodies not only curricular flexibility but also a humanistic vision of science education that nurtures empathy, social responsibility, and ecological awareness. Therefore, the transformation of physics education is not merely technological modernization but an epistemological reconstruction toward ethical, collaborative, and sustainable learning.

References

Black, P., & Wiliam, D. (2009). Developing The Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Braun, V., & Clarke, V. (2021). One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Brown, D., & Cox, A. J. (2009). Innovative Uses of Video Analysis. The Physics Teacher, 47(3), 145–150. https://doi.org/10.1119/1.3081296

Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.

Earl, L. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Corwin Press.

Fullan, M. (2020). The New Meaning of Educational Change. Teachers College Press.

Garrison, D. R., & Vaughan, N. D. (2013). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

Kemdikbudristek. (2020). Merdeka Belajar – Kampus Merdeka Policy Brief. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.

Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

OECD. (2021). Future of Education and Skills 2030: Conceptual Learning Framework. OECD Publishing.

Piaget, J. (1972). The Principles of Genetic Epistemology. Routledge & Kegan Paul.

Redecker, C. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Publications Office of the European Union.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Sriyanti, I., Almafie, M. R., Marlina, L., & Jauhari, J. (2020). The Effect of Using Flipbook-Based E-Modules on Student Learning Outcomes. Kasuari: Physics Education Journal (KPEJ), 3(2), 104-113. https://doi.org/10.37891/kpej.v3i2.156

Tanrıverdi, B., & Apak, Ö. (2014). Pre-service Teachers’ Beliefs about Curriculum Orientations. Procedia – Social and Behavioral Sciences, 116, 842–848. https://doi.org/10.1016/j.sbspro.2014.01.308

UNESCO. (2022). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO.

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

Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations That Enhance Learning. Science, 322(5902), 682–683. https://doi.org/10.1126/science.1161948

Downloads

Published

10-06-2026

How to Cite

Utama, R., Kusumaningtyas, D. A., Wako, M. Y., & Salamah, A. N. (2026). Learning Transformation in the Merdeka Belajar and Kampus Berdampak Era: Synergy of Technology, Pedagogy, and Digital Assessment. Kasuari: Physics Education Journal (KPEJ), 9(1), 66–75. https://doi.org/10.37891/kpej.v9i1.1065

Issue

Vol. 9 No. 1 (2026): June 2026

Section

Articles

License

Copyright (c) 2026 Universitas Papua

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Kasuari: Physics Education Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.