Literature review: Evaluation of the Kurikulum Merdeka using the CIPP model

Muhamad Kosim Gifari; Zainal Arifin

doi:10.17509/jik.v21i3.71095

Abstract

Indonesia's participation in the Programme for International Students Assessment (PISA) showed unsatisfactory results, with reading, math, and science proficiency ranked in the bottom 10 out of 79 participating countries. This problem encourages academics in Indonesia to find solutions to improve the quality of education. The government developed the Kurikulum 2013 into the Kurikulum Merdeka to adapt to global developments. The Kurikulum Merdeka is expected to develop students' potential and abilities through critical, quality, expressive, applicative, varied, and progressive learning. Curriculum evaluation is needed to determine the value and meaning of the Kurikulum Merdeka implemented nationally. This study uses the literature review method to evaluate the Kurikulum Merdeka using the Context, Input, Process, and Product (CIPP) model. The results of the evaluation show that the Kurikulum Merdeka has achieved several levels of success in meeting the needs of students, teachers, and the community. The main findings include success in the internship program for vocational school students, Project-Based Learning at Madrasah Ibtidaiyah Yogyakarta, and early childhood art learning. However, challenges such as the availability of resources and facilities, the need to develop evaluation instruments, and educational staff training need to be addressed for future improvement. These evaluations provide recommendations such as increased cooperation between educational institutions and industry and increased training for educational staff.

Abstrak

Partisipasi Indonesia dalam Programme for International Students Assessment (PISA) menunjukkan hasil yang kurang memuaskan, dengan peringkat kemampuan membaca, matematika, dan sains berada di 10 terbawah dari 79 negara peserta. Masalah ini mendorong akademisi di Indonesia untuk mencari solusi guna meningkatkan kualitas pendidikan. Untuk menyesuaikan dengan perkembangan global, pemerintah mengembangkan Kurikulum 2013 menjadi Kurikulum Merdeka. Kurikulum Merdeka diharapkan dapat mengembangkan potensi dan kemampuan siswa melalui pembelajaran yang kritis, berkualitas, ekspresif, aplikatif, variatif, dan progresif. Evaluasi kurikulum diperlukan untuk memperoleh informasi dari nilai dan arti kurikulum merdeka yang telah diimplementasikan secara nasional. Penelitian ini menggunakan metode literature review untuk mengkaji evaluasi Kurikulum Merdeka menggunakan model Context, Input, Process, dan Product (CIPP). Hasil evaluasi menunjukkan bahwa Kurikulum Merdeka telah mencapai beberapa tingkat kesuksesan dalam memenuhi kebutuhan siswa, guru, dan masyarakat. Temuan utama mencakup keberhasilan dalam program magang siswa SMK, pembelajaran berbasis Project Based Learning di Madrasah Ibtidaiyah Yogyakarta, dan pembelajaran seni anak usia dini. Namun, tantangan seperti ketersediaan sumber daya dan fasilitas, serta perlunya pengembangan instrumen evaluasi dan pelatihan staf pendidikan, perlu diatasi untuk perbaikan di masa depan. Evaluasi ini memberikan rekomendasi seperti peningkatan kerjasama antara institusi pendidikan dan industri, serta peningkatan pelatihan untuk staf pendidikan.

Kata Kunci: evaluasi kurikulum; kurikulum Merdeka; model CIPP

Keywords:

CIPP model curriculum evaluation Kurikulum Merdeka

References

Agus, A., Juliadharma, M., & Djamaluddin, M. (2023). Application of the CIPP model in evaluation of the inclusive education curriculum in madrasah aliyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(1), 31-50.

Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213-227.

Aliyyah, R. R., et al. (2023). Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic. Journal of Education and e-Learning Research, 10(2), 154-164.

Amalia, R., Anuar, A. B & Fahmi, A. (2023). Merdeka Belajar Kampus Merdeka (MBKM): Efektifitas pelaksanaan magang mahasiswa bimbingan dan konseling dengan menggunakan metode CIPP. G-Couns: Jurnal Bimbingan dan Konseling, 7(2), 239-251.

Aransyah, A., Herpratiwi, H., Adha, M. M., Nurwahidin, M., & Yuliati, D. (2023). Implementasi evaluasi modul kurikulum merdeka sekolah penggerak terhadap peserta didik SMA Perintis 1 Bandar Lampung. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1), 136-147.

Asadi, M., Kiany, G. R., Akbari, R., & Samar, R. G. (2016). Program evaluation of the New English Textbook (prospect 1) in the Iranian Ministry of Education. Theory and Practice in Language Studies, 6(2), 291-301.

Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP model for quality evaluation at school level: A case study. Journal of Education and Educational Development, 5(1), 189-206.

Bhakti, Y. B., Tola, B., & Triana, D. D. (2022). AITPO (Antecedent, Input, Transaction, Product, Outcomes): Mixed model evaluasi CIPP dan countenace sebagai pendekatan evaluasi program kampus mengajar. Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian, 3(1), 11-24.

Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B. Soloway, E. & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.

Habok, A. (2015). Implementation of a project-based concept mapping developmental programme to facilitate children's experiential reasoning and comprehension of relations. European Early Childhood Education Research Journal, 23(1), 129-142.

Hakan, K., & Seval, F. (2011). CIPP evaluation model scale: Development, reliability and validity. Procedia-Social and Behavioral Sciences, 15(1), 592-599.

Halvorsen, A. L., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., & Brown, J. M. (2012). Narrowing the achievement gap in second-grade social studies and content area literacy: The promise of a project-based approach. Theory & Research in Social Education, 40(3), 198-229.

Hernández-Ramos, P. and De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151-173.

Inayati, U. (2022). Konsep dan implementasi kurikulum merdeka pada pembelajaran abad-21 di SD/MI. 2st ICIE: International Conference on Islamic Education, 2(1), 293-304.

Iskandar, W. (2020). Evaluasi program pembelajaran berbasis HOTS (Higher Order Thinking Skills) di MI At-Taqwa Guppi Wojowalur Yogyakarta tahun ajaran 2018/2019. Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 1(3), 168-195.

Iskandar, W., & Putri, F. A. (2020). Persepsi kepala madrasah ibtidaiyah terhadap kinerja supervisi manajerial pengawas Madrasah Ibtidaiyah Kota Yogyakarta. Dirasat: Jurnal Manajemen dan Pendidikan Islam, 6(2), 158-181.

Ismanto, E., & Anshari, K. (2022). Pengembangan media pembelajaran e-modul untuk pembelajaran berbasis Project Based Learning (PjBL). Jurnal Pengabdian UntukMu Negeri, 6(2), 17-24.

Jacub, T. A., Marto, H., & Darwis, A. (2020). Model pembelajaran problem based learning dalam peningkatan hasil belajar IPS (studi penelitian tindakan kelas di SMP Negeri 2 Tolitoli). Tolis Ilmiah: Jurnal Penelitian, 2(2),140-48.

Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49.

Karacalli, S., & Korur, F. (2014). The effects of project‐based learning on students' academic achievement, attitude, and retention of knowledge: The subject of “electricity in our lives”. School Science and Mathematics, 114(5), 224-235.

Khusniyah, T. W., Pemata, S. D., & Restiana, R. (2022). Pengembangan penilaian autentik kurikulum 2013 pada muatan pelajaran IPA kelas IV di SD Negeri Paron 1. Education and Learning of Elementary School, 2(2), 1-10.

Komara, D. A., & Hadiapurwa, A. (2023). Improving literacy of junior high school students through revitalization of library in kampus mengajar IV activities. Dwija Cendekia: Jurnal Riset Pedagogik, 7(1), 143-152.

Ljung-Djärf, A., Magnusson, A., & Peterson, S. (2014). From doing to learning: Changed focus during a pre-school learning study project on organic decomposition. International Journal of Science Education, 36(4), 659-676.

Ma’arif, M., Kamali, A. S., & Jannah, R. (2024). Evaluasi CIPP pada pembelajaran seni anak usia dini. Edukatif: Jurnal Ilmu Pendidikan, 6(1), 462 - 471.

Mubai, A., Jalinus, N., Ambiyar, A., Wakhinuddin, W., Abdullah, R., Rizal, F., & Waskito, W. (2021). Implementasi model CIPP dalam evaluasi kurikulum pendidikan teknik informatika. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1383-1394.

Nehe, A., Satyawati, S. T., & Dwikurnaningsih, Y. (2024), Evaluation of comprehensive guidance and counseling program using the CIPP model. Inovasi Kurikulum, 21(3), 1633-1648.

Patil, Y., & Kalekar, S. (2014). CIPP Model for school evaluation. Scholarly Research Journal for Humanity Science & English Language, 2(10), 2615-2619.

Prasetyowati, H., Iriani, A., & Ismanto, B. (2024). Education program evaluation P5 (Pancasila Student Profile Strengthening Project) using CIPP. Jurnal Indonesia Sosial Sains, 5(3), 616-622.

Prastowo, A. I., Firman, A. J., Mulyanto, T., & Wiranata, R. R. S. (2020, September). The independent learning curriculum concept of Imam Zarkasyi's perspective in pesantren for facing the era of society 5.0. Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 4(1), 1-6.

Prastowo, A. Y., & Elvi, M. (2023). Teachers’ understanding of developing independent curriculum teaching modules for Mathematics teachers in middle schools in tanjungpinang city. BIO Web of Conferences, 79(1), 1-13.

Pristantin, N. A. & Ardhiyah, U. (2023). Evaluasi dan supervisi bimbingan dan konseling menggunakan Model CIPP. Coution: Journal of Counseling and Education, 4(1), 18-29.

Rahmah, R., Hamida, H. R., Larasati, N. J., Rohmaniyah, A., & Prastowo, A. (2023). Analisis evaluasi pembelajaran berbasis project based learning dalam Kurikulum Merdeka di madrasah ibtidayah Yogyakarta. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(3), 5842-5856.

Rosnelli & Ristiana, P. A. (2023). Independent curriculum learning management to improve students’ literacy and numerical competence in schools. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(4), 946-963.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(1), 333-339.

Sudaryono, Elmanda, V., Purba, A. E., Ayu Sanjaya, Y. P., & Julianingsih, D. (2022). Efektivitas program magang siswa SMK di Kota Serang dengan menggunakan metode CIPP di era adaptasi new normal pandemi COVID-19. Adi Bisnis Digital Interdisiplin Jurnal, 3(1), 5-15.

Sudrahat, K. M., Muhtar, T., & Susilawati, D. (2023). Evaluasi kurikulum merdeka tahun 2022 mata pelajaran Pendidikan Jasmani Olahraga dan Kesehatan. Journal of Sport (Sport, Physical Education, Organization, Recreation, and Training), 7(3), 771-788.

Sunarni, S., & Karyono, H. (2023). Persepsi guru terhadap implementasi kurikulum merdeka belajar di sekolah dasar. Journal on Education, 5(2), 1613-1620.

Syamsiar, H., Muzakki, Ratnaya, I. G., & Widiana, I. W. (2023). Evaluasi kurikulum merdeka berbasis CIPP. Joeai: Journal of Education and Instruction, 6(2), 536-544.

Tokmak, S. H., Baturay, H. M., & Fadde, P. (2013). Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program. International Review of Research in Open and Distributed Learning, 14(3), 273-293.

Wulandari, C. R., Ningrum, T. A., & Syahril. (2024). Kepemimpinan transformasional kepala SMK Negeri Se-Kota Padang. Journal of Practice Learning and Educational Development, 4(1), 66-75.

Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84.

Zhang, G., Zeller, N., Shea, C., Griffith, R., Metcalf, D., Misulis, K., ... & Knight, S. (2008). A 360 assessment of the multidimensional effects of a service-learning program in teacher education using mixed-methods research. 8th International Research Conference on Service-Learning and Community Engagement, 8(1), 1-14.