Evaluating the Implementation of Kurikulum Merdeka Using the CIPP Model in Junior High Schools of Sekolah Penggerak, Nias Regency
DOI:
https://doi.org/10.31980/mosharafa.v14i2.3057Keywords:
Evaluation, Implementation of Independent Curriculum, CIPP Model, Evaluasi, Implementasi Kurikulum Merdeka, Model CIPP, Sekolah PenggerakAbstract
Abstrak
Penelitian ini bertujuan untuk mengetahui hasil dari evaluasi Context, Input, Process and Product (CIPP) pada Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias. Penelitian ini termasuk penelitian evaluasi dengan menggunakan pendekatan deskriptif kualitatif. Subjek penelitian ini terdiri dari kepala sekolah, wakil kepala sekolah, kepala tata usaha, guru, dan peserta didik SMP Program Sekolah Penggerak di Kabupaten Nias, yakni, 4 kepala sekolah, 4 wakil kepala sekolah, 4 KTU, 42 guru dan 64 peserta didik. Instrumen dalam penelitian ini adalah angket dan dokumentasi. Data kuantitatif dianalisis menggunakan skor rata- rata, sementara data kualitatif melalui penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian ini berimplikasi memberikan gambaran tentang kualitas pelaksanaan Kurikulum Merdeka dan keberlanjutan program pembenahannya. Hasil penelitian menunjukkan bahwa Evaluasi Implementasi Kurikulum Merdeka di SMP Program Sekolah Penggerak di Kabupaten Nias, hasilnya pada kategori sangat baik. Masing-masing aspek evaluasi terdiri dari: kinerja yang sangat baik dalam mendukung proses Pendidikan, SMP Program Sekolah Penggerak di Kabupaten Nias telah memenuhi berbagai indikator dengan sangat baik, proses pembelajaran di SMP Program Sekolah Penggerak di Kabupaten Nias berjalan dengan sangat baik, dan efektivitas proses pembelajaran di sekolah yang telah mampu mengoptimalkan potensi peserta didik dan mencapai target pendidikan yang diinginkan.
Abstract
This study aims to determine the results of the Context, Input, Process and Product (CIPP) evaluation on the Evaluation of the Implementation of the Independent Curriculum in the Junior High School Mover Program in Nias Regency. This study includes evaluation research using a qualitative descriptive approach. The subjects of this study consisted of principals, vice principals, heads of administration, teachers, and students of the Junior High School Mover Program in Nias Regency, namely, 4 principals, 4 vice principals, 4 KTU, 42 teachers and 64 students. The instruments in this study were questionnaires and documentation. Quantitative data were analyzed using average scores, while qualitative data were analyzed through data presentation and drawing conclusions or verification. The results of this study have implications for providing an overview of the quality of the implementation of the Independent Curriculum and the desire for its improvement program. The results of the study show that the Evaluation of the Implementation of the Independent Curriculum at the Middle School of the School Mover Program in Nias Regency, the results are in the very good category. Each aspect of the evaluation consists of: very good performance in supporting the Education process, the Middle School of the School Mover Program in Nias Regency has met various indicators very well, and the effectiveness of the learning process in schools that have been able to optimize the potential of students and achieve the desired educational targets.
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