https://edunity.publikasikupublisher.com

640

Edunity

Universitas Negeri Jakarta, Indonesia

program that has been passed and implemented whether it is in accordance with the

planning or not as expected. Evaluation also has the aim of knowing the strengths and

weaknesses of the program that has been implemented so that in the future it can minimize

errors and maximize the components so that the program can run well. The evaluation will

measure the achievement of the success of a program that will determine whether the

program needs to be developed, repeated, or even if the program is not running effectively,

it will be stopped.

Vol. 3, No. 7, July 2024

times, not only adjusting to the needs of the current situation but also anticipating the

development of the needs of user groups. Explained by (Cholily, 2008) That message from

Ali Bin Abi Talib is "Educate your child according to his age". The message spoken has a

straightforward meaning which interprets that in the Curriculum Education program at

school, of course, it must be able to prepare students to be able to live life in the future. a

pleasant and dynamic learning atmosphere should continue to be developed following the

times of renewal which must always be pursued.

COVID-19 pandemic. As revealed by Makarim (2022) Research results from the Ministry of

curriculum, namely the independent curriculum.

has been implemented in Indonesia has been in place since 1947 and has continuously

changed according to the times and is now the Merdeka learning curriculum. The presence

of this new curriculum is very relevant to the demands of 21st-century skills education,

which requires the importance of literacy and numerization skills and 4C competencies

(Critical thinking and problem solving, creative thinking communication, and collaboration),

which are competencies that must be mastered by students, especially in today's digital era.

reveals that based on an analysis of the last 20 years since the emergence of the 2000

success of an educational process is determined by a curriculum in which all components are

well-planned. Therefore, schools or educational institutions are obliged to mobilize all the

potential, assets, and resources they have to enter it. According to the explanation of Suafi

and Hambali (2019) which explains that curriculum development is not only strong in the

theoretical field but must also be reflected in the practical field (Akhmad & Hambali, 2019).

dynamic communities. Curriculum development is a must to improve the development and

growth of learners. Therefore, several curriculum components which include structure,

objectives, content, methods, and evaluation in the curriculum itself must be developed in

the learning process to achieve educational goals.

success and obstacles and strategic an effort that must be made to overcome the obstacles

arising from the implementation of the current independent curriculum. The evaluation

model used in this study is the CIPP model evaluation which evaluates the curriculum from

the aspects of context, input (input), process, and product (results) through this CIPP model

evaluation, it is hoped that it can help to gather information about the effectiveness of the

implementation of the Merdeka curriculum at Al Husna Tigaraksa High School.

ensure consistency in curriculum production and implementation. It is possible to utilize

curriculum creation by knowing the standards to help guide and avoid activities that deviate

from what has been written.

implementation and to create experiences and advance student learning. Many assessment

models are used in evaluation science when evaluating learning programs. The assessment

program should be carried out on all parts of learning, i.e. the contextual angle, including the

process and the product or learning outcome. The evaluation model is clearly not just an

evaluation based on the grades students achieve in the learning process. The CIPP

assessment model is one of the models created by experts that can be used to evaluate

stakeholders in making informed choices. After collecting analyzing, and interpreting data

and data and making choices based on those interferences, the most important step in

conducting an assessment is to identify the elements that influence the conclusions.

high schools is that the Merdeka curriculum only focuses on material of interest to students

and the development of student competencies according to their phase. Until now, there are

still many schools that are not ready to implement the Merdeka curriculum because they do

not have sufficient knowledge regarding their own curriculum program, the first second is

the lack of infrastructure, and the third is the large number of senior teachers who have

difficulty in technology to find references and training online and independently about the

Vol. 3, No. 7, July 2024

teachers about the Merdeka curriculum. Their curriculum training was only attended by a

few new representatives.

the Merdeka Curriculum, identify alternative strategies or approaches that can be used in the

process, and understand how the Merdeka Curriculum program is implemented in the

school. In addition, this study also aims to assess the achievements that have been achieved

by schools during one semester of implementing the Merdeka Curriculum program.

Theoretically, this research can provide information regarding the implementation of the

Merdeka Curriculum program at Al Husna Tigaraksa High School and generate data from

with a passion for learning to achieve the desired goals and apply them in life.

Vol. 3, No. 7, July 2024

has registered an independent learning curriculum for the 2023/2024 school year, as evidenced

by successfully registered documents, making the composition of the school's vision, mission,

and goals in the curriculum document change or adjust to school conditions and regulations.

Also registering the activities of the driver teacher, only for now it is still in the training stage

Merdeka curriculum. So in the previous academic year, SMAS Al Husna Tigaraksa

students received education using the 2013 curriculum. So that the learning process can

continue, SMAS Alusna Tigaraksa determines the curriculum implementation policy for

the 2023/2024 academic year, namely:

The extracurricular structure in the implementation of the curriculum at SMAS Al

The extracurricular structure in the implementation of the curriculum at SMAS Al

In this case, SMAS Al Husna Tigaraksa implements the phase E Merdeka

Vol. 3, No. 7, July 2024

of the Minister of Education and Culture and Research and Research number 56 / M / 2022

concerning guidelines for implementing the curriculum in the context of learning recovery.

The project to strengthen the Pancasila learner profile is carried out flexibly, both in content

and implementation time.

talents outside of intracurricular and co-curricular activities, namely through extracurricular

activities. Extracurricular activities are organized with reference to the potential of the school

environment, facilities owned by the school, supervisors, and the interests and talents of

students. Extracurricular activities are carried out outside of regular hours every appointed

coach receives a decision letter from the school principal.

Pancasila students (P5) by looking at documents and interviews has been well implemented,

as evidenced by photos of activities.

SMAS Al Husna Tigaraksa using the CIPP (Context, Input, Process, Product) evaluation

model. The evaluation results show that the Merdeka Curriculum program has been designed

by considering the needs of students and the demands of modern education, although it still

needs adjustments to better suit the local needs and aspirations of the local community.

Human resources, including teachers and support personnel, are adequate, but training and

professional development for teachers need to be improved. Facilities and infrastructure are

mostly supportive but still need improvement and additional facilities. Program

implementation is going quite well, with the active involvement of teachers and students

increasing motivation and participation. However, more structured monitoring and

evaluation are needed to ensure the process goes according to plan. Student learning

the Merdeka curriculum. For suggestions for schools, make more efforts to have adequate

infrastructure and also provide special training to improve the competencies needed by

teachers in implementing learning so that there are no teachers who are left behind because

they feel they have never participated in training or introduction-related to the Merdeka

curriculum.

Adipratama, Z., Sumarsono, R. B., & Ulfatin, N. (2018). Manajemen kurikulum terpadu di

Anridzo, Khalfid, A., Arifin, I., & Wiyono, D. F. (2022). Implementasi supervisi klinis dalam

Anwar, E., & Sukino. (2022). Komparasi Penerapan Kurikulum Merdeka Dan K13 Di Sma