Evaluative Study of the Implementation of the Independent Curriculum in Physical Education Elementary School Level Using the CIPP Model
DOI:
https://doi.org/10.37680/qalamuna.v16i2.5718Keywords:
Independent Curriculum; Physical Education; CIPP Evaluation; Elementary School; Curriculum ImplementationAbstract
This research aims to evaluate the use of the Independent Curriculum in Physical Education Learning at the elementary school level using the CIPP (Context, Input, Process, Product) model approach. This research uses a qualitative case study approach in 12 public elementary schools in Mojogedang District, Karanganyar Regency, Indonesia. Data was obtained through observation, semi-structured interviews, and document analysis. The significance of this research is Penjas learning at the elementary school level. The main focus of this research lies in the need to ensure the effectiveness of implementing the Merdeka Curriculum. As a result of this research, it was found that there were significant variations in the implementation of the Independent Curriculum between schools. Although the context aspect highlights the importance of developing students holistically, there are differences in the ideal concept and its implementation. Input evaluations show significant differences in school readiness, especially in teacher capabilities and resource availability. Product evaluation shows various differences in efforts to develop student competencies. The results of this research conclude that a more differentiated and contextual implementation strategy is needed, as well as getting sustainable support in teacher professional development and improving educational infrastructure.
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References
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Kadir, K. B. (2024). Adaptation Perspective Approach in the Implementation of the Curriculum of Physical Education Subjects among Teachers in Schools. Proceeding of International Conference on Special Education in South East Asia Region, 1(1), 173–194. https://doi.org/10.57142/picsar.v1i1.44
Karcı Aktaş, C., & Gündoğdu, K. (2020). An extensive evaluation study of the English preparatory curriculum of a foreign language school. Pegem Eğitim ve Öğretim Dergisi, 10(1), 169–214. https://doi.org/10.14527/pegegog.2020.007
Kiki Fatmawati. (2024). Dynamics of Merdeka Curriculum Change: Challenges and Opportunities in Private Madrasah Ibtidaiyah Management. MUDARRISA: Jurnal Kajian Pendidikan Islam, 16(1), 49–76. https://doi.org/10.18326/mudarrisa.v16i1.918
Lippe, M., & Carter, P. (2018). Using the CIPP Model to Assess Nursing Education Program Quality and Merit. Teaching and Learning in Nursing, 13(1), 9–13. https://doi.org/10.1016/j.teln.2017.09.008
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Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Miles, M. B., & A.M, H. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press.
Mirzazadeh, A., Gandomkar, R., Hejri, S. M., Hassanzadeh, G., Koochak, H. E., Golestani, A., Jafarian, A., Jalili, M., Nayeri, F., Saleh, N., Shahi, F., & Razavi, S. H. E. (2016). Undergraduate medical education programme renewal: A longitudinal context, input, process and product evaluation study. Perspectives on Medical Education, 5(1), 15–23. https://doi.org/10.1007/S40037-015-0243-3
Molope, M., & Oduaran, A. (2020). Evaluation of the community development practitioners’ professional development programme: CIPP model application. Development in Practice, 30(2), 194–206. https://doi.org/10.1080/09614524.2019.1650894
Moore, R. (2022). Variation, context, and inequality: Comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement, 33(4), 588–609. https://doi.org/10.1080/09243453.2022.2089169
Musifuddin, M., Yunitasari, D., & Murcahyanto, H. (2024). CIPP Model Approach to School-Based Management Program Evaluation. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(1), 104–116. https://doi.org/10.31538/ndh.v9i1.4440
Mustapha, R., Sadrina, Nashir, I. M., Azman, M. N. A. bin, & Hasnan, K. A. (2020). Assessing the Implementation of the Project-Based Learning (PJBL) in the Department of Mechanical Engineering at a Malaysian Polytechnic. Journal of Technical Education and Training, 12(1), Article 1. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3161
Mutmainah Fahmi Karimatunisa & Endang Sartika. (2024). An Analysis of English Teacher Readiness in Implementing Merdeka Curriculum at MTs Negeri 3 Banyumas. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 3(2), 187–195. https://doi.org/10.54259/diajar.v3i2.2408
Revelle, K. Z. (2019). Teacher perceptions of a project-based approach to social studies and literacy instruction. Teaching and Teacher Education, 84, 95–105. https://doi.org/10.1016/j.tate.2019.04.016
Sankaran, S., & Saad, N. (2022). Evaluating the Bachelor of Education Program Based on the Context, Input, Process, and Product Model. Frontiers in Education, 7, 924374. https://doi.org/10.3389/feduc.2022.924374
Shaoying, Y. (2024). Construction and operation of college labor education curriculum evaluation system based on CIPP model. Journal of Education, Humanities and Social Sciences, pp. 27, 581–587. https://doi.org/10.54097/var3zw61
Smith, W. (2022). Enactive cognition and physical education – a natural coupling. Sport, Education and Society, 27(9), 1061–1070. https://doi.org/10.1080/13573322.2021.1960497
Sopha, S., & Nanni, A. (2019). The CIPP Model: Applications in Language Program Evaluation. The Journal of Asia TEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing students' 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product Evaluation Model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1), 199. https://doi.org/10.4103/jehp.jehp_1115_20
Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, pp. 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competencies: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Wardina, U. V., Jalinus, N., & Asnur, L. (2019). KURIKULUM PENDIDIKAN VOKASI PADA ERA REVOLUSI INDUSTRI 4.0. Jurnal Pendidikan, 20(1), 82–90. https://doi.org/10.33830/jp.v20i1.240.2019
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Azzarah, S., Maya, M. D., Rizky, S., Simare, F. A., Rif’an, M., Putri, Z., Mailani, E., & Manjani, N. (2024). Problematika Implementasi Kurikulum Merdeka di Sekolah Dasar. Indo-MathEdu Intellectuals Journal, 5(2), 2399–2405. https://doi.org/10.54373/imeij.v5i2.1055
Bastian, A., Firdaus, M., & Rizky, R. (2023). The School Readiness in Implementing the Merdeka Curriculum in Pekanbaru: A Survey of Teachers and Students’ Perspectives. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(4), 1162. https://doi.org/10.33394/jk.v9i4.9321
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Darma, I. K. (2019). The effectiveness of the teaching program of the CIPP evaluation model. International Research Journal of Engineering, IT & Scientific Research, 5(3), 1–13. https://doi.org/10.21744/irjeis.v5n3.619
Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J. (2022). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790. https://doi.org/10.1016/j.system.2022.102790
Diharja, U., Machrawinayu, I., & Ritonga, M. G. A. (2023). Evaluasi Model CIPP dalam Peningkatan Mutu Pembelajaran pada Program Kampung Cambridge Mutiara Cendekia. Jurnal Basicedu, 7(6), 3989–4002. https://doi.org/10.31004/basicedu.v7i6.6580
Duan, P., Xiang, J., Niu, H., & Han, C. (2023). Construction of Evaluation Index for Chinese Engineering Undergraduates Based on CIPP Model. SAGE Open, 13(1), 215824402211494. https://doi.org/10.1177/21582440221149415
Gayatri Basuki, Masduki Ahmad, & Siti Zulaikha. (2023). Implementation Of Merdeka Curriculum In Public Schools in Menteng Central Jakarta. INTERNATIONAL CONFERENCE ON DIGITAL ADVANCE TOURISM, MANAGEMENT AND TECHNOLOGY, 1(2), 561–569. https://doi.org/10.56910/ictmt.v1i2.120
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Huberman & Saldana. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.
Huliatunisa, Y., Suhardan, D., Rasyid, S., & Sabban, I. (2021). Evaluation of the Quality of Education Services: 4th International Conference on Research of Educational Administration and Management (ICREAM 2020), Bandung, Indonesia. https://doi.org/10.2991/assehr.k.210212.071
Hyytinen, H., Löfström, E., & Lindblom-Ylänne, S. (2017). Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences. Scandinavian Journal of Educational Research, 61(4), 411–429. https://doi.org/10.1080/00313831.2016.1147072
Iqbal, M., Rizki, A., Wardani, J. S., Khafifah, N. P., Silitonga, N., & Amirah, R. (2023). Kebijakan Pendidikan Tentang Pelaksanaan Merdeka Belajar. Journal on Education, 5(2), 2257–2265. https://doi.org/10.31004/joe.v5i2.878
Jansson, A., Brun Sundblad, G., Lundvall, S., & Norberg, J. R. (2022). Exploring the intersection between students’ gender and migration background in relation to the equality of outcome in physical education in Sweden. Sport, Education and Society, 29(1), 42–57. https://doi.org/10.1080/13573322.2022.2110862
Jurakulovich, Z. M. (2022). International scientific conference ‘ Innovative trends in science, practice and education’ 2022. 130–134.
Jury, S. (2018). An Exploration of a Variation of Achievement [PDF]. https://doi.org/10.26199/5B878367BA293
Kadir, K. B. (2024). Adaptation Perspective Approach in the Implementation of the Curriculum of Physical Education Subjects among Teachers in Schools. Proceeding of International Conference on Special Education in South East Asia Region, 1(1), 173–194. https://doi.org/10.57142/picsar.v1i1.44
Karcı Aktaş, C., & Gündoğdu, K. (2020). An extensive evaluation study of the English preparatory curriculum of a foreign language school. Pegem Eğitim ve Öğretim Dergisi, 10(1), 169–214. https://doi.org/10.14527/pegegog.2020.007
Kiki Fatmawati. (2024). Dynamics of Merdeka Curriculum Change: Challenges and Opportunities in Private Madrasah Ibtidaiyah Management. MUDARRISA: Jurnal Kajian Pendidikan Islam, 16(1), 49–76. https://doi.org/10.18326/mudarrisa.v16i1.918
Lippe, M., & Carter, P. (2018). Using the CIPP Model to Assess Nursing Education Program Quality and Merit. Teaching and Learning in Nursing, 13(1), 9–13. https://doi.org/10.1016/j.teln.2017.09.008
Mabunda, P. (2023). The implementation of the curriculum and assessment policy statement: School managers’ perspectives and experiences. Perspectives in Education, 41(4). https://doi.org/10.38140/pie.v41i4.6702
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Miles, M. B., & A.M, H. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press.
Mirzazadeh, A., Gandomkar, R., Hejri, S. M., Hassanzadeh, G., Koochak, H. E., Golestani, A., Jafarian, A., Jalili, M., Nayeri, F., Saleh, N., Shahi, F., & Razavi, S. H. E. (2016). Undergraduate medical education programme renewal: A longitudinal context, input, process and product evaluation study. Perspectives on Medical Education, 5(1), 15–23. https://doi.org/10.1007/S40037-015-0243-3
Molope, M., & Oduaran, A. (2020). Evaluation of the community development practitioners’ professional development programme: CIPP model application. Development in Practice, 30(2), 194–206. https://doi.org/10.1080/09614524.2019.1650894
Moore, R. (2022). Variation, context, and inequality: Comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement, 33(4), 588–609. https://doi.org/10.1080/09243453.2022.2089169
Musifuddin, M., Yunitasari, D., & Murcahyanto, H. (2024). CIPP Model Approach to School-Based Management Program Evaluation. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(1), 104–116. https://doi.org/10.31538/ndh.v9i1.4440
Mustapha, R., Sadrina, Nashir, I. M., Azman, M. N. A. bin, & Hasnan, K. A. (2020). Assessing the Implementation of the Project-Based Learning (PJBL) in the Department of Mechanical Engineering at a Malaysian Polytechnic. Journal of Technical Education and Training, 12(1), Article 1. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3161
Mutmainah Fahmi Karimatunisa & Endang Sartika. (2024). An Analysis of English Teacher Readiness in Implementing Merdeka Curriculum at MTs Negeri 3 Banyumas. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 3(2), 187–195. https://doi.org/10.54259/diajar.v3i2.2408
Revelle, K. Z. (2019). Teacher perceptions of a project-based approach to social studies and literacy instruction. Teaching and Teacher Education, 84, 95–105. https://doi.org/10.1016/j.tate.2019.04.016
Sankaran, S., & Saad, N. (2022). Evaluating the Bachelor of Education Program Based on the Context, Input, Process, and Product Model. Frontiers in Education, 7, 924374. https://doi.org/10.3389/feduc.2022.924374
Shaoying, Y. (2024). Construction and operation of college labor education curriculum evaluation system based on CIPP model. Journal of Education, Humanities and Social Sciences, pp. 27, 581–587. https://doi.org/10.54097/var3zw61
Smith, W. (2022). Enactive cognition and physical education – a natural coupling. Sport, Education and Society, 27(9), 1061–1070. https://doi.org/10.1080/13573322.2021.1960497
Sopha, S., & Nanni, A. (2019). The CIPP Model: Applications in Language Program Evaluation. The Journal of Asia TEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing students' 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product Evaluation Model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1), 199. https://doi.org/10.4103/jehp.jehp_1115_20
Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, pp. 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competencies: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Wardina, U. V., Jalinus, N., & Asnur, L. (2019). KURIKULUM PENDIDIKAN VOKASI PADA ERA REVOLUSI INDUSTRI 4.0. Jurnal Pendidikan, 20(1), 82–90. https://doi.org/10.33830/jp.v20i1.240.2019
Yuhastina, Y., Parahita, B. N., Astutik, D., Ghufronudin, G., & Purwanto, D. (2020). Sociology Teachers’ Opportunities and Challenges in Facing “Merdeka Belajar” Curriculum in the Fourth Industrial Revolution (Industry 4.0). Society, 8(2), 732–753. https://doi.org/10.33019/society.v8i2.234
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2024-09-28
How to Cite
Mulyadi, M., Hidayatullah, M. F., Syaifullah, R., & Riyadi, S. (2024). Evaluative Study of the Implementation of the Independent Curriculum in Physical Education Elementary School Level Using the CIPP Model. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(2), 1017–1030. https://doi.org/10.37680/qalamuna.v16i2.5718
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