Evaluasi Pelaksanaan Kurikulum Merdeka di SMK Negeri 1 Pariaman Evaluation of the Implementation of the Merdeka Curriculum at Vocational High School (SMK) Negeri 1 Pariaman
Article Sidebar
Page Numbers:
2278-2296
Digital Object Identifier:
10.58578/tsaqofah.v5i3.5759
Viewed: 318 times
Downloaded: 130 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Atsil Nabila Ramadhani1, Syaiful Haq2, Juniman Silalahi3, Windry Novalia Jufri4 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The Merdeka Curriculum is designed to improve the quality of education through a student-centered learning approach; however, in its implementation at SMK Negeri 1 Pariaman, several challenges were found that hindered the achievement of these objectives. This study aims to evaluate the implementation of the Merdeka Curriculum at SMK Negeri 1 Pariaman using the CIPP evaluation model (Context, Input, Process, and Product). The method used is descriptive research with a mixed method approach, involving 52 respondents consisting of the school principal, the vice principal for curriculum, DPIB teachers, and XI DPIB students. Data collection techniques were carried out through questionnaires, interviews, observations, and documentation. The results indicate that in the category of "Fairly Good," the context aspect shows that the school has understood the goals and urgency of the Merdeka Curriculum but is not yet fully prepared in terms of resources. In the input aspect, there is a limitation in teachers' understanding of teaching materials and the concept of flexible learning. The learning process is still predominantly teacher-centered, which contradicts the principles of the Merdeka Curriculum that emphasize student activity, while in the product aspect, the learning outcomes do not fully reflect the targeted learning achievements. This study concludes that the implementation of the Merdeka Curriculum at SMK Negeri 1 Pariaman still requires improvements in terms of teacher readiness, supporting facilities, and understanding of the curriculum's characteristics in order to achieve optimal results.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Azizah, S. (2014). Kurikulum Berkarakter. Cet. I: Alauddin University Press
Azraeny, R. M., Nur, H., & Arfandi, A. (2023). Evaluasi Implementasi Kurikulum Merdeka pada Sekolah Menengah Kejuruan Pusat keunggulan di Kota sorong. Prosiding Seminar Nasional. https://journal.unm.ac.id/index.php/Semnasdies62/index
Liliani Husain, D., & Agustina, S. (2023). Pelatihan Penyusunan Kurikulum Operasional Satuan Pendidikan (KOSP) sebagai Persiapan Implementasi Kurikulum Merdeka di PAUD Kab. Kolaka Utara. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 6(1), 13-19. http://Jiip.stkipyapisdompu.ac.id
Mangesa, R. T., & Saludung, J. (2019). The Ideentification of Productive Teacher Competencies: to Support the Development of Learning Quality in Vocational High school.
Mukhdlor, M. F., Syam, A. R., & Syahri, M. A. (2024). Evaluasi Implementasi Kurikulum Merdeka Menggunakan CIPP. Jurnal Pendidikan Guru Sekolah Dasar, I (3), 9. https://edu.pubmedia.id/index.php/pgsd/article/view/567
Nabila, S., Nadlir (2025). Evaluasi Pelaksanaan Kurikulum Merdeka Menggunakan Model CIPP (Context, Input, Process, dan Product). https://jer.or.id/index.php/jer/article/view/2336
Nurfadhilah, Mappeasse, M. Y., & Mangesa, R. T. (2024). Evaluasi Implementasi Kurikulum Merdeka Menggunakan Model CIPP di SMK Laniang Makassar. https://journal.unm.ac.id/index.php/UJTV/article/view/3589
Pratiwi, A. S. W., Lutfi, M. S. (2024). Evaluasi Pelaksanaan Kurikulum Merdeka pada Mata Pelajaran PAI dan Budi Pekerti di SMA. https://edukatif.org/edukatif/article/view/7762
Sekretariat GTK. (2019). Mengenal Konsep Merdeka Belajar dan Guru Penggerak.darihttps://gtk.kemdikbud.go.id/readnews/mengenal-konsep-merdeka-belajar-dan-guru-penggerak
SekretariatGTK.(2020).Merdeka Belajarhttps://gtk.kemdikbud.go.id/read-news/merdeka-belajar
Sudjana, N (2010). Dasar-dasar Proses Pembelajaran. Bandung: Sinar Baru.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sumarsih, I., Marliyani, T., Hadiyansah, Y., Hernawan, A. H., & prihantini, P. (2022). Analisis Implementasi Kurikulum Merdeka di sekolah Penggerak Sekolah Dasar. Jurnal Basicedul, 6(5). 8248-8258. Https://doi.org/10.31004/basicedu.v615.3216
Wulandari, N. T. (2023). Evaluasi Implementasi Kurikulum Merdeka Terhadap Pembelajaran Pendidikan Jasmani Olahraga Dan Kesehatan (PJOK) SMA Negeri Se-Kota Kendari. https://eprints.uny.ac.id/79996/
Zamhari, Noviani, D., & Zainuddin. (2023). Perkembangan Pendidikan di Indonesia. Morfologi: jurnal Ilmu Pendidikan, Bahasa, Sastra Dan Budaya, I(5). https://journal.aspirasi.or.id/index.php/morfologi/article/view/42