MODEL KEMITRAAN AKADEMIK KEPALA SEKOLAH DAN GURU DI ERA MERDEKA BELAJAR SEBAGAI UPAYA PENINGKATAN MUTU PENDIDIKAN DASAR

Abstract

This study examines the implementation of academic partnerships between school principals and teachers in the era of Merdeka Belajar and their impact on improving learning quality and overall school performance at the elementary level. A qualitative approach using literature review was employed, analyzing national and international journal articles, educational policies, and regulations related to Merdeka Belajar and Kurikulum Merdeka. The findings reveal that academic partnerships are realized through collaborative practices in lesson planning, instructional implementation, and reflective eval_uation. Merdeka Belajar policies and Kurikulum Merdeka provide structural and operational space for schools to innovate collaboratively, promoting a shift from hierarchical work relationships toward more professional and egalitarian partnerships. Principals serve as instructional leaders facilitating curriculum development and instructional improvement, while teachers act as active professional partners. Supporting factors include clear regulations, digital platforms, supportive programs, and strong professional learning communities. Challenges include administrative burdens, entrenched hierarchical cultures, and differing perceptions of academic support between principals and teachers. Overall, such partnerships positively influence instructional quality, teacher professionalism, and school culture. Strengthening principals’ instructional leadership and fostering a collaborative school culture are recommended strategies for continuous improvement in elementary education quality.