<![CDATA[Kurikulum Merdeka yang diluncurkan pada 2022 didukung oleh Platform Merdeka Mengajar untuk membantu guru memahami kurikulum secara mandiri dan meningkatkan kompetensi. Namun, implementasinya di Kabupaten Ponorogo, terutama di Sekolah Penggerak jenjang SMP, menghadapi kendala seperti keterbatasan waktu, hambatan teknologi, dan rendahnya pemanfaatan fitur. Penelitian ini menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan platform tersebut dengan pendekatan kuantitatif melalui kuesioner kepada 164 guru SMP Sekolah Penggerak di Kabupaten Ponorogo. Model UTAUT2 diterapkan dengan tambahan variabel convenience from online access dan resistance to change serta moderasi. Hasil analisis data menggunakan PLS-SEM dengan alat bantu SmartPLS menyatakan bahwa habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), dan convenience from online access (β=0.177, p=0.018) berpengaruh signifikan terhadap behavioral intention, sementara behavioral intention (β=0.401, p=0.000) dan habit (β=0.236, p=0.029) berpengaruh signifikan terhadap use behavior. Hasil analisis moderasi menunjukkan bahwa jenis kelamin memperlemah (β=-0.258, p=0.008) hedonic motivation dengan behavioral intention dan memperkuat (β=0.240, p=0.001) habit dengan behavioral intention. Sementara itu, pengalaman memperlemah (β=-0.202, p=0.006) habit dengan use behavior. Penelitian ini merekomendasikan optimalisasi platform untuk mendukung kompetensi guru dan keberhasilan Kurikulum Merdeka. Abstract The Merdeka Curriculum, launched in 2022, is supported by the Merdeka Mengajar Platform to help teachers independently understand the curriculum and enhance their competencies. However, its implementation in Ponorogo Regency, especially in Pioneer Schools at the junior high school level, faces challenges such as time constraints, technological barriers, and low feature utilization. This study analyzes factors influencing the acceptance and use of the platform through a quantitative approach, using questionnaires distributed to 164 junior high school teachers in Pioneer Schools in Ponorogo Regency. The UTAUT2 model was applied with additional variables: convenience from online access and resistance to change, along with moderation analysis. Data analysis using PLS-SEM with SmartPLS revealed that habit (β=0.511, p=0.000), hedonic motivation (β=0.302, p=0.008), and convenience from online access (β=0.177, p=0.018) significantly influence behavioral intention, while behavioral intention (β=0.401, p=0.000) and habit (β=0.236, p=0.029) significantly influence use behavior. Moderation analysis showed that gender weakens (β=-0.258, p=0.008) the relationship between hedonic motivation and behavioral intention, while strengthening (β=0.240, p=0.001) the relationship between habit and behavioral intention. Meanwhile, experience weakens (β=-0.202, p=0.006) the relationship between habit and use behavior. This study recommends optimizing the platform to support teacher competencies and ensure the success of the Merdeka Curriculum.]]>
