The Success of Digital Technology Infrastructure in Improving Learning Quality of the Merdeka Curriculum Era at Schools In South Tangerang

Abstract

This study investigates the role of digital technology infrastructure in improving learning quality under the implementation of the Merdeka Curriculum in South Tangerang schools. The background of this research is the persistent gap in digital readiness among schools, where variations in internet connectivity, ICT device availability, and teacher digital competence result in inconsistent learning outcomes. The study aims to analyze how digital infrastructure supports interactive learning, competency development, and the realization of curriculum principles such as personalization, student-centered learning, and project-based approaches. Using a descriptive qualitative method, data were collected through literature review, field observations, and informal interviews with teachers and school management. The findings reveal that strong infrastructure, including reliable internet, adequate devices, and functional Learning Management Systems, significantly enhances student engagement, facilitates multimedia-based instruction, and supports digital assessment practices. Conversely, schools with limited infrastructure face disruptions that hinder instructional continuity and reduce opportunities for technology-enabled learning. The study concludes that digital infrastructure is a strategic foundation for cultivating adaptive, independent, and future-oriented learning environments. Strengthening digital governance, improving teacher competence, and ensuring equitable technological access across schools are essential to optimizing Merdeka Curriculum implementation.
Keywords: Digital technology infrastructure, Merdeka Curriculum, learning quality, schools, South Tangerang.