<![CDATA[General Background Educational transformations necessitate robust technological competencies to support active and meaningful learning environments. Specific Background The Merdeka Curriculum demands independence, differentiated instruction, collaborative projects, and technological assessment adaptation, presenting unique participation challenges for rural institutions like SMPN 44 Merangin. Knowledge Gap Although existing literature extensively covers online learning, there remains limited quantitative research directly correlating specific DigComp dimensions with learner preparation for this precise curriculum within rural contexts. Aims This study investigates the relationship between technological proficiency and the capacity of junior high schoolers to participate in newly mandated instructional models. Results Analysis of simulated data from 72 participants revealed high technological proficiency (68.43%) and moderate-to-high preparation levels (67.48%), demonstrating a strong positive correlation (r = 0.713, p < 0.001) where technological skills explain 50.9% of the variance in learning capacity. Novelty This research distinctly maps the DigComp 2.2 framework against exact curriculum demands, uncovering critical participant weaknesses specifically regarding online content creation and self-regulated study habits. Implications Educational institutions must systematically integrate safety and content creation training into daily instruction to equip learners for independent and collaborative academic demands. Highlights Statistical analysis confirms that technological proficiency significantly dictates student readiness for independent study. Participants exhibit strong problem-solving capabilities but require targeted support generating multimedia content. Integrating the DigComp framework reveals critical gaps in self-regulated study habits and online safety. Keywords Digital Literacy; Student Readiness; Merdeka Curriculum; Educational Technology; Junior High School]]>
