EVALUASI PENERAPAN KURIKULUM MERDEKA MENGGUNAKAN MODEL CIPP DI MTS N 6 SLEMAN

Nining Aminatus Sangadah, NIM.: 19104090083 (2024) EVALUASI PENERAPAN KURIKULUM MERDEKA MENGGUNAKAN MODEL CIPP DI MTS N 6 SLEMAN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Evaluation is a planned process for collecting information about a program. Because evaluation can provide information regarding the implementation and development of the program being implemented. The researcher chose to conduct this research because of his interest in the Independent Curriculum, which is known as a project-based curriculum. The aim of conducting research related to curriculum evaluation is to find out what the implementation of the independent curriculum is like in schools and it is hoped that improvements can be made if there are discrepancies in the objectives that have been set. This research uses qualitative methods. Data collection techniques include interviews, observation and documentation. The subjects in this research used a purposive technique, namely by adjusting several 3M considerations (knowing, experiencing and understanding) related to the research problem. This research uses data validity techniques, triangulation of sources and techniques. The data analysis techniques used are data condensation, data presentation, and conclusions or verification. The results of the research show that (1) MTs N 6 Sleman was appointed directly by the Ministry of Religion to become a pilot madarsah related to the implementation of the Independent Curriculum, this is based on Decree No. 3811 of 2022. (2) Supporting & Inhibiting Factors for Implementing the Independent Curriculum: a) Supporting factors include support from external madrasahs, superior student competitiveness, role and support from internal madrasahs, funding, a conducive environment; b) Inhibiting factors include miscommunication, lack of budget, lack of teacher understanding in implementing differentiated learning, students find it difficult to follow the learning process in class. (3) CIPP evaluation results: a) Context evaluation, Mts N 6 Sleman is a superior madarsah which has been accredited A, the facilities at MTs N 6 Sleman are also adequate. b) Input Evaluation, input for students and also educators at MTs N 6 Sleman has been well selected; Some funding sources come from BOS, BOSDA, Madrasah Committee and student guardians. c) Process Evaluation, when learning in class the teacher acts as a facilitator who must be able to implement differentiated learning. d) Product Evaluation, in the P5P2RA activities, prioritizing assessment in the process, not the product.

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