Transformasi Performa Guru sebagai Pilar Utama Pembangunan SDM Menuju Indonesia Emas 2045

Abstract

Indonesia’s Vision 2045 positions the development of high-quality human resources as a national strategic priority, with education playing a central role in achieving this goal. Teacher performance is a critical determinant of learning quality; however, it continues to face structural challenges, particularly the dominance of top-down curriculum design and limited teacher participation in policy formulation. This study aims to examine the influence of a participatory curriculum and practice-based teacher information on teacher performance, with professional teacher engagement serving as a mediating variable. A quantitative explanatory research design was employed, and data were collected through structured questionnaires distributed to active teachers. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings reveal that both participatory curriculum practices and practice-based information derived from teachers’ classroom experiences have a positive and significant effect on professional teacher engagement and teacher performance. Furthermore, professional teacher engagement significantly enhances teacher performance and partially mediates the relationship between the independent variables and performance outcomes. These results indicate that curriculum policies grounded in teacher participation and empirical classroom information are more effective when accompanied by strong professional engagement. This study provides important implications for the formulation of inclusive and evidence-based education policies to support sustainable human resource development towards Indonesia Vision 2045.