<![CDATA[The implementation of the Independent Curriculum requires teachers to adapt to technology, particularly in utilizing the Independent Teaching Platform (PMM) to improve pedagogical competence. This research is motivated by the gap between the status of schools as centers of excellence and the reality on the ground, where there is a disparity in teachers' digital literacy and the suboptimal use of PMM. The focus of this research is to analyze the role and strategies of the principal in overcoming these obstacles at SMK Sahid Jakarta. Using a descriptive qualitative approach, data were collected using in-depth interviews, participant observation, and documentation studies. Data were then analyzed through data reduction, presentation, and verification. Key findings indicate that the principal plays a crucial role as an educator, manager, supervisor, and motivator through strategies such as fostering a culture of routine learning, managing workloads, and conducting data-driven supervision. Despite facing internal challenges such as psychological resistance and time management, this leadership intervention proved effective in increasing teacher participation in independent training and certification. This study concludes that adaptive and participatory instructional leadership from school principals is a determining factor in accelerating teachers' digital competency, which needs to be strengthened with a collaborative approach and intensive mentoring to ensure sustainable educational quality. ABSTRAK Implementasi Kurikulum Merdeka menuntut adaptasi guru terhadap teknologi, khususnya dalam memanfaatkan Platform Merdeka Mengajar (PMM) untuk meningkatkan kompetensi pedagogik. Penelitian ini dilatarbelakangi oleh kesenjangan antara status sekolah pusat keunggulan dengan realitas di lapangan, di mana terdapat disparitas literasi digital guru dan optimalisasi penggunaan PMM yang belum maksimal. Fokus penelitian ini adalah menganalisis peran dan strategi kepala sekolah dalam mengatasi hambatan tersebut di SMK Sahid Jakarta. Melalui pendekatan kualitatif deskriptif, data dikumpulkan menggunakan teknik wawancara mendalam, observasi partisipatif, dan studi dokumentasi, kemudian dianalisis melalui tahapan reduksi, penyajian, dan verifikasi data. Temuan utama menunjukkan bahwa kepala sekolah menjalankan peran krusial sebagai edukator, manajer, supervisor, dan motivator melalui strategi pembiasaan budaya belajar rutin, pengaturan beban kerja, serta supervisi berbasis data. Meskipun menghadapi tantangan internal berupa resistensi psikologis dan manajemen waktu, intervensi kepemimpinan ini terbukti efektif meningkatkan partisipasi guru dalam pelatihan mandiri dan perolehan sertifikasi. Penelitian ini menyimpulkan bahwa kepemimpinan instruksional yang adaptif dan partisipatif dari kepala sekolah merupakan variabel determinan dalam akselerasi kompetensi digital guru, yang perlu diperkuat dengan pendekatan kolaboratif dan pendampingan intensif untuk keberlanjutan kualitas pendidikan. ]]>
