Ketika “Merdeka” Dimaknai Berbeda: Pemaknaan Merdeka Belajar dan Motivasi Belajar Siswa SMA di Sintang
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Kebijakan Merdeka Belajar memberi ruang kebebasan bagi siswa, tetapi kata "merdeka" dapat dimaknai secara berbeda oleh siswa. Penelitian ini bertujuan memetakan cara siswa SMA memaknai Merdeka Belajar dan menguji kaitan setiap pemaknaan dengan motivasi belajar. Penelitian menggunakan desain metode campuran sekuensial eksploratori di tiga SMA di Kabupaten Sintang. Tahap kualitatif melibatkan angket terbuka (30 siswa) dan wawancara informal (5 siswa) yang dianalisis secara tematik. Hasilnya menjadi dasar pengembangan skala pemaknaan yang divalidasi oleh tiga ahli dengan koefisien V Aiken. Tahap kuantitatif melibatkan 286 siswa dari dua sekolah lain melalui angket daring. Data dianalisis dengan SEM-PLS. Analisis tematik menghasilkan empat pemaknaan, yaitu konstruktif (kebebasan yang disertai tanggung jawab), permisif (kelonggaran dari kewajiban), kenyamanan (belajar tanpa tekanan), dan formal (sekadar pergantian kurikulum). Pemaknaan permisif jarang diakui sebagai pandangan pribadi dan lebih sering dilekatkan pada teman. Pemaknaan konstruktif berkaitan positif dengan motivasi belajar dan merupakan prediktor terkuat (? = 0,450; f² = 0,278). Pemaknaan permisif berkaitan negatif dengan motivasi belajar (? = ?0,169). Pemaknaan kenyamanan dan formal berkaitan positif dengan efek kecil. Model menjelaskan 41,4% variasi motivasi belajar dan memiliki daya prediksi yang tinggi. Temuan ini menunjukkan bahwa yang berkaitan dengan motivasi belajar bukan sekadar sikap positif terhadap Merdeka Belajar, tetapi cara siswa memahami arti "merdeka" itu sendiri. Guru perlu menautkan kebebasan memilih dengan tanggung jawab atas hasil belajar.
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