EVALUATING TEACHING AND LEARNING METHODS IN IMPLEMENTING THE MERDEKA CURRICULUM USING THE CIPP MODEL

Authors

  • M. Fiqri Fahqrezy Universitas Negeri Makassar
  • Andi Dewi Armita Universitas Negeri Makassar
  • Dwitri Septiamira Universitas Negeri Makassar
  • Reski Riana Sultan Universitas Negeri Makassar
  • Nur Asminanda Universitas Negeri Makassar
  • Arnidah Universitas Negeri Makassar
  • Yusuf Nuraini Universitas Negeri Makasar

Keywords:

Curriculum Evaluation, CIPP Model, Curriculum Implementation, Instructional Quality

Abstract

This study aims to evaluate curriculum implementation comprehensively using the Context, Input, Process, Product (CIPP) evaluation model. Curriculum evaluation is essential to ensure that all instructional components operate according to standards, achieve educational goals, and provide feedback for continuous quality improvement. A descriptive qualitative approach was employed in this study, with data collection techniques comprising observation, in-depth interviews, and documentation analysis. Research subjects involved school principals, teachers, and relevant curriculum stakeholders. The findings reveal that in the context component, curriculum development was aligned with student needs and school conditions. Regarding the input component, educational facilities, infrastructure, and human resources were generally adequate, although certain supporting aspects still required enhancement. The process component indicates that instructional implementation proceeded effectively, despite challenges in maintaining consistency across integrated curriculum elements. Meanwhile, the product component demonstrates a positive impact on enhancing student competence, although certain performance indicators were not fully optimized. This study concludes the strategic importance of systematic and continuous CIPP-based curriculum evaluation as a foundation for improving instructional quality.

References

Alanshori, M. Z., Maulidi, A., Muhlisin, A., Kusaeri, K., & Suparto, S. (2025). The application of the CIPP evaluation model in educational programs in Indonesia. SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme, 7(2), 103–122. https://doi.org/10.37680/scaffolding.v7i2.7390

Arikunto, S. (2019). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.

Aristya, S., Zurqoni, Z., & Sugeng, S. (2023). CIPP: Implementation of the educational evaluation model. Jurnal Evaluasi dan Pembelajaran, 5(1), 72–81. https://doi.org/10.52647/jep.v5i1.84

Arofah, E. F. (2021). Evaluasi kurikulum pendidikan. Jurnal Tawadhu, 5(2), 218-229.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Dewi, Z. R., & Yanto, A. H. (2024). Analisis kesiapan guru sekolah dasar dalam mengimplementasikan Kurikulum Merdeka pada pembelajaran. Jurnal Simki Pedagogia, 7(1), 95–105. https://doi.org/10.29407/jsp.v7i1.552

Herwina, Wiwin. (2021). Optimalisasi kebutuhan murid dan hasil belajar dengan pembelajaran berdiferensiasi. Perspektif Ilmu Pendidikan. 35. 175-182. https://doi.org/10.21009/PIP.352.10.

Izzah, A. N. L. (2025). Implementasi asesmen autentik dalam Kurikulum Merdeka: Studi fenomenologi pada Guru Penggerak di sekolah dasar. Pedagogia: Jurnal Keguruan dan Kependidikan, 2(1). https://doi.org/10.010125/q67qjt18

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2024). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 12 Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.

Moleong, L. J. (2021). Metodologi penelitian kualitatif (Edisi Revisi). Remaja Rosdakarya.

Mukhdlor, M. F., Syam, A. R., & Syahri, M. A. (2024). Evaluasi implementasi Kurikulum Merdeka menggunakan CIPP. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), 9–18. https://doi.org/10.47134/pgsd.v1i3.567

Rusmani, M. A., & Arifmiboy, A. (2023). Evaluasi Kurikulum. ANTHOR: Education and Learning Journal, 2(3), 410–415. https://doi.org/10.31004/anthor.v2i3.160

Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.

Sufyadi, R., Rosdiah, O., & Novrika, S. (2021). Panduan pembelajaran dan asesmen pada Kurikulum Merdeka. Badan Standar, Kurikulum, dan Asesmen Pendidikan Kemendikbudristek.

Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.

Downloads

Published

2026-06-30

How to Cite

Fahqrezy, M. F., Armita, A. D., Septiamira, D., Sultan, R. R., Asminanda, N., Arnidah, & Nuraini, Y. (2026). EVALUATING TEACHING AND LEARNING METHODS IN IMPLEMENTING THE MERDEKA CURRICULUM USING THE CIPP MODEL. REKOGNISI : Jurnal Pendidikan Dan Kependidikan (E-ISSN 2599-2260), 11(1), 29–38. Retrieved from https://jurnal.unusu.ac.id/index.php/rekognisi/article/view/349

Issue

Vol. 11 No. 1 (2026)

Section

Articles

License

Copyright (c) 2026 REKOGNISI : Jurnal Pendidikan dan Kependidikan (E-ISSN 2599-2260)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.