Evaluation of the massive open online course program on the Merdeka Mengajar Platform for elementary school teachers based on the CIPP evaluation model

Abstract

This study evaluates the effectiveness of the Massive Open Online Course (MOOC) program implemented through the Merdeka Mengajar Platform (PMM) in supporting elementary school teachers’ readiness to implement the Independent Curriculum in Indonesia. The study was conducted in response to the nationwide curriculum transformation introduced in 2022, which created substantial demands for accessible and large-scale teacher professional development. Using the Context, Input, Process, and Product (CIPP) evaluation model, this study adopted a qualitative-descriptive approach involving 322 elementary school teachers selected from a population of 7,055 program participants. Data were collected through questionnaires, in-depth interviews with participants and program managers, and program documentation, and were analyzed using triangulation techniques. The findings indicate that the program context strongly aligned with teachers’ professional development needs, with more than 90% of participants reporting the need to improve their understanding of the Independent Curriculum. In terms of input, the program was supported by experienced management personnel, relevant instructional materials, and a user-friendly digital platform, although regulatory and connectivity challenges remained evident in several regions. Process evaluation showed high levels of participant satisfaction, with 91.3% of respondents reporting that the platform was easy to use and 88.2% acknowledging the relevance of the learning materials. Product evaluation revealed varying completion rates across training topics, ranging from 33.1% to 86.3%, with an average post-test score of 84.9. However, a substantial gap was identified between conceptual mastery (69.2%) and practical classroom implementation ability (49%), particularly in technically demanding topics such as assessment, differentiation, and learning achievement criteria. Overall, the MOOC program was effective in strengthening teachers’ conceptual understanding of the Independent Curriculum, but less effective in developing higher-order implementation competencies. These findings highlight the importance of integrating more practice-oriented support and continuous mentoring into future online teacher professional development programs.