<![CDATA[Abstract This study aims to analyze the implementation of an e-performance-based policy program in improving teacher resilience at SD Negeri 01 Sungai Ringin, Sekadau Regency. Using a descriptive qualitative method, data were collected through observation, in-depth interviews with nine participants (principal and teachers), and document studies. The results show that the implementation of e-performance has had a dual impact. The system successfully reduced administrative burdens, increased transparency, and fostered collaboration and feedback that supported teachers' professional resilience. However, on the other hand, new pressures emerged due to disparities in technological adaptation among teachers, as well as digital infrastructure constraints such as unstable internet connectivity. The school's adaptive policy of reducing the frequency of data entry to once a year proved effective in alleviating teachers' psychological burdens. It is concluded that the success of e-performance as a resilience enhancer heavily depends on continuous technical assistance, contextual training, and adequate infrastructure support, especially in remote areas such as the research location. Keywords : Implementation, E-Performance, Teacher Resilience, Elementary School, Remote Area. Abstrak The Penelitian ini bertujuan untuk menganalisis implementasi program kebijakan berbasis e-kinerja dalam meningkatkan resiliensi guru di SD Negeri 01 Sungai Ringin, Kabupaten Sekadau. Dengan menggunakan metode kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara mendalam kepada sembilan partisipan (kepala sekolah dan guru), serta studi dokumentasi. Hasil penelitian menunjukkan bahwa implementasi e-kinerja telah memberikan dampak ganda. Sistem ini berhasil meringankan beban administratif, meningkatkan transparansi, dan mendorong kolaborasi serta umpan balik yang mendukung ketahanan profesional guru. Namun, di sisi lain, muncul tekanan baru akibat kesenjangan kemampuan adaptasi teknologi di antara guru, serta kendala infrastruktur digital seperti konektivitas internet yang tidak stabil. Kebijakan adaptif sekolah dengan mengurangi frekuensi pengisian data menjadi setahun sekali terbukti mereduksi beban psikologis guru. Disimpulkan bahwa keberhasilan e-kinerja sebagai penguat resiliensi sangat bergantung pada pendampingan teknis yang berkelanjutan, pelatihan kontekstual, dan dukungan infrastruktur yang memadai, khususnya di daerah terpencil seperti lokasi penelitian. Kata Kunci : Implementasi, E-Kinerja, Resiliensi Guru, Sekolah Dasar, Daerah Terpencil.]]>
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