Studi Evaluatif Implementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Jasmani Sekolah Dasar
Downloads
How to Cite
Penelitian ini bertujuan mengevaluasi implementasi Kurikulum Merdeka dalam pembelajaran pendidikan jasmani di sekolah dasar Kecamatan Praya Tengah dengan pendekatan evaluatif berbasis model Discrepancy. Berbeda dengan penelitian sebelumnya yang hanya mengevaluasi kurikulum secara umum, penelitian ini fokus pada pendidikan jasmani dengan pendekatan evaluatif Discrepancy Model. Evaluasi melibatkan lima aspek: desain, instalasi, proses pelaksanaan, hasil program, dan cost-benefit. Data diperoleh dari 10 kepala sekolah dan 10 guru pendidikan jasmani melalui kuesioner, wawancara, dan observasi. Hasil kuantitatif menunjukkan bahwa sebagian besar responden menilai desain kurikulum sebagai “Baik” dan “Cukup Baik”. Namun, keterbatasan pelatihan dan fasilitas menjadi kendala utama pada aspek instalasi. Dalam pelaksanaan, hanya 25% yang menilai implementasi “Baik”, dengan 50% menganggapnya “Cukup Baik”, menandakan kurang optimalnya penggunaan project-based learning. Hasil pembelajaran menunjukkan pencapaian yang baik dalam aspek sosial dan karakter. Pada efisiensi biaya, 45% menilai “Baik”, meskipun ada kekhawatiran terkait pengelolaan dana. Temuan kualitatif mengungkapkan kendala seperti kurangnya pelatihan teknis dan ketergantungan pada inisiatif guru. Penelitian ini menyimpulkan bahwa keberhasilan implementasi Kurikulum Merdeka dalam pendidikan jasmani memerlukan sinergi antara pelatihan yang relevan, alokasi anggaran yang jelas, dan pendampingan profesional.
Evaluative Study on the Implementation of the Merdeka Curriculum in Elementary School Physical Education
This study aims to evaluate the implementation of the Merdeka Curriculum in physical education at elementary schools in the Praya Tengah Subdistrict using an evaluative approach based on the Discrepancy Model. Unlike previous studies that have evaluated the curriculum in general, this study specifically focuses on physical education with the Discrepancy Model evaluation approach. The evaluation involves five aspects: design, installation, implementation process, program outcomes, and cost-benefit. Data were collected from 10 school principals and 10 physical education teachers through questionnaires, interviews, and observations. The quantitative results show that the majority of respondents rated the curriculum design as "Good" and "Fairly Good." However, limitations in training and facilities remain the main obstacles in the installation aspect. In terms of implementation, only 25% rated the implementation as "Good," while 50% rated it as "Fairly Good," indicating suboptimal use of project-based learning. Learning outcomes showed good achievement, particularly in social and character aspects. In terms of cost efficiency, 45% rated it as "Good," although concerns about fund management were raised. Qualitative findings revealed challenges such as the lack of technical training and dependence on teachers' initiatives. The study concludes that the successful implementation of the Merdeka Curriculum in physical education requires synergy between relevant training, clear budget allocation, and professional mentoring.
Adji, T. P., & Shufa, N. K. F. (2024). Evaluasi implementasi Kurikulum Merdeka pada mata pelajaran pendidikan jasmani di sekolah dasar Kecamatan Gembong Kabupaten Pati. Fakultas Ilmu Keolahragaan dan Kesehatan, Universitas Negeri Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta.
Aithal, P. (2023). Exploring quality in higher education: An introduction and theoretical framework. International Journal of Productivity and Leadership, 98(114). https://doi.org/10.47992/ijpl.2583.9934.0021
Aziz, M. Z., & Wicaksana, A. I. (2024). Evaluasi pelaksanaan pembelajaran Kurikulum Merdeka pada mata pelajaran PJOK di Sekolah Dasar Banjardowo 1 Kabupaten Jombang. Bima Loka: Journal of Physical Education, 4(2). https://doi.org/10.26740/bimaloka.v4i2.32651
Berutu, N. (2024). Evaluation and development of outcome-based education (OBE) curriculum: An analysis of stakeholder responses. https://doi.org/10.4108/eai.24-10-2023.2342189
BPS Lombok Tengah. (2024). Statistik dan spasial Kecamatan Praya Tengah 2024. Kabupaten Lombok Tengah: Badan Pusat Statistik Kabupaten Lombok Tengah.
Büke, A., Öztürkçü, Ö., Y?lmaz, Y., & Sayek, ?. (2018). Core professionalism education in surgery: A systematic review. Balkan Medical Journal, 35(2), 167–173. https://doi.org/10.4274/balkanmedj.2017.0534
Chu, Y., Chen, C., Wang, G., & Su, F. (2022). The effect of education model in physical education on student learning behavior. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.944507
Damayanti, G., & Muhroji, M. (2022). The difficulties of elementary school teacher in developing thematic learning tools for the Merdeka Curriculum. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 8(3), 703. https://doi.org/10.33394/jk.v8i3.5770
Do?an, E., Bay, E., & Dö?, B. (2022). An analysis of the studies conducted in the field of curriculum evaluation from a "methodology" perspective. International Education Studies, 16(1), 24. https://doi.org/10.5539/ies.v16n1p24
Faizah, Z. (2024). Teacher's journey in understanding, interpreting, and applying the concept of Merdeka Belajar in IPAS learning. Ta Dib, 27(1), 115. https://doi.org/10.31958/jt.v27i1.12199
Febriyanti, K., Qoiria, S., & Ananda, M. (2022). Evaluation of learning to improve the efficiency of student assessment at the SD/MI. Journal of Quality Assurance in Islamic Education (JQAIE, 2(1), 16–20. https://doi.org/10.47945/jqaie.v2i1.611
Gacek, M., Kosiba, G., & Wójtowicz, A. (2020). Sense of generalised self-efficacy and pro-health behaviours of Polish and Spanish physical education students. Central European Journal of Sport Sciences and Medicine, 31, 95–105. https://doi.org/10.18276/cej.2020.3-08
Gunasaekaran, D. (2023). The stimulation of mental health in physical education: A systematic review. International Journal of Academic Research in Progressive Education and Development, 12(2). https://doi.org/10.6007/ijarped/v12-i2/16969
Harefa, M. (2024). Analysis of the implementation of the Merdeka Curriculum in 3T areas (underdeveloped, frontier, and outermost) (Elementary School in Namohalu Esiwa Sub-District). Jurnal Elementaria Edukasia, 7(1), 2195–2207. https://doi.org/10.31949/jee.v7i1.8623
Harfiani, D. (2023). Mapping science learning in the 2013 curriculum and Merdeka Belajar curriculum. Jurnal Ilmiah Sekolah Dasar, 7(2), 384–395. https://doi.org/10.23887/jisd.v7i2.58291
Houser, N., & Kriellaars, D. (2023). "Where was this when I was in physical education?" Physical literacy enriched pedagogy in a quality physical education context. Frontiers in Sports and Active Living, 5. https://doi.org/10.3389/fspor.2023.1185680
Hunaepi, H. (2023). The synergies between educational philosophy streams and Ki Hajar Dewantara's ideologies in the Merdeka Belajar curriculum. Reflection Journal, 3(2), 49–63. https://doi.org/10.36312/rj.v3i2.1734
Irmansyah, J., Sakti, N. W. P., Syarifoeddin, E. W., Lubis, M. R., & Mujriah. (2020). Physical education, sports, and health in elementary schools: Description of problems, urgency, and understanding of teacher perspectives. Jurnal Pendidikan Jasmani Indonesia, 16(2), 115–131. https://doi.org/10.21831/jpji.v16i2.31083
Irmansyah, J., Susanto, E., Lumintuarso, R., Sugiyanto, F. X., Syarif, A., & Hermansyah. (2021). Physical literacy in the culture of physical education in elementary schools: Indonesian perspectives. International Journal of Human Movement and Sports Sciences, 9(5), 929–939. https://doi.org/10.13189/saj.2021.090514
Jin, Y. (2023). The rise of education globalization: Embracing opportunities and overcoming challenges. Advances in Economics and Management Research, 8(1), 62. https://doi.org/10.56028/aemr.8.1.62.2023
Kemdikbudristek. (2021). Panduan dimensi profil pelajar Pancasila. Jakarta: Kemendikbudristek.
Kemdikbudristek. (2024). Kajian akademik Kurikulum Merdeka. Jakarta: Kemendikbudristek.
Khairi, A. (2023). Evaluation of the implementation of Independent Learning-Independent Campus (MBKM) curriculum by using the CIPP evaluation model. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 5(2), 543–559. https://doi.org/10.37680/scaffolding.v5i2.3168
Khalil, M., Humayun, M., & Jhanjhi, N. (2021). COVID-19 impact on educational system globally. In Proceedings of Advances in Computing and Technology, 257–269. https://doi.org/10.1007/978-3-030-60039-6_13
Knott, K., & Fricas, J. (2022). Comprehensive initial evaluation of an innovative yearlong population health internship for undergraduates. Public Health Nursing, 39(6), 1255–1270. https://doi.org/10.1111/phn.13117
Kurniawati, W. (2023). The teachers' roles in the educational aspect of Merdeka Belajar at schools. Dharmas Education Journal (De_Journal, 4(2), 735–741. https://doi.org/10.56667/dejournal.v4i2.1131
Li, Y. (2023). Construction of a sensory integration physical education model to improve basic motor skills in primary schools. IJSASR, 3(6), 375–384. https://doi.org/10.60027/ijsasr.2023.3640
Liu, Z., Li, M., Ren, C., Zhu, G., & Zhao, X. (2022). Relationship between physical activity, parental psychological control, basic psychological needs, anxiety, and mental health in Chinese engineering college students during the COVID-19 pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.802477
Lokuge, K., Thurber, K., Calabria, B., Davis, M., McMahon, K., Sartor, L., … & Banks, E. (2017). Indigenous health program evaluation design and methods in Australia: A systematic review of the evidence. Australian and New Zealand Journal of Public Health, 41(5), 480–482. https://doi.org/10.1111/1753-6405.12704
Malik, R. (2018). Educational challenges in the 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9. https://doi.org/10.17509/jsder.v2i1.12266
Maliqi, M., & Hyseni, A. (2022). The effect of competency-based curricula on the promotion of social values and civic education in pre-university education: Case of Kosovo. Journal of Educational and Social Research, 12(2), 334. https://doi.org/10.36941/jesr-2022-0056
Mulato, N., Hidayatulloh, F., Purnama, S., & Syaifullah, R. (2023). Context, input, process, product (CIPP) evaluation of physical education learning implementation: A case study of schools assisted by the quality assurance agency of West Kalimantan region. https://doi.org/10.4108/eai.29-10-2022.2334036
Mutmainah, A. (2024). Unveiling success: Exploring strategies of pre-service teachers in implementing Merdeka Curriculum in Indonesia. Asian Journal of Applied Education (AJAE, 3(1), 23–42. https://doi.org/10.55927/ajae.v3i1.7833
Nguyen, J. (2023). Evaluating differences in community-engaged learning and service-learning via the context, input, process, and product model. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1289322
Rahman, H. A., Affandi, H. M., & Matore, M. E. M. (2018). Evaluating school support plan: A proposed conceptual framework using discrepancy evaluation model. International Journal of Education, Psychology and Counseling, 3(17), 49–56.
Rokayah, R. (2023). Reflection of Indonesian educators on the implementation of the Merdeka Curriculum. Mimbar Sekolah Dasar, 10(3), 684–700. https://doi.org/10.53400/mimbar-sd.v10i3.64864
Sephiawardani, N. (2023). Review of teacher readiness in implementing Merdeka Curriculum at public elementary schools. Jurnal Pendidikan dan Pengajaran, 56(3), 533–542. https://doi.org/10.23887/jpp.v56i3.67628
Setiawan, M. (2024). Enhancing quality of guidance and counseling in vocational schools: Testing the effectiveness of evaluation instruments based on the CIPP model. Paedagogia, 27(1), 73. https://doi.org/10.20961/paedagogia.v27i1.84673
Sudrahat, K. M., Muhtar, T., & Susilawati, D. (2023). Evaluasi Kurikulum Merdeka Tahun 2022 Mata Pelajaran Pendidikan Jasmani Olahraga dan Kesehatan. Journal of SPORT, 7(3), 771–788. https://doi.org/10.37058/SPORT
Syah, H., Irmansyah, J., Hulfian, L., & Lubis, M. R. (2022). Hybrid learning space as an alternative for physical education learning post COVID-19 pandemic. International Journal of Human Movement and Sports Sciences, 10(5), 1047–1059. https://doi.org/10.13189/saj.2022.100523
Syahri, M. (2023). Evaluation survey of physical education learning in the Merdeka Belajar curriculum. Jumora Jurnal Moderasi Olahraga, 3(2), 120–136. https://doi.org/10.53863/mor.v3i2.916
UNESCO. (2015). Quality physical education (QPE): Guidelines for policy-maker. France: United Nations Educational, Scientific and Cultural Organization (UNESCO).
Utina, S., Arsyad, L., Pratiwi, W., Manahung, R., & Wantu, H. (2023). Challenges and opportunities for children's education in the era of globalization. International Journal of Social Science and Human Research, 6(6). https://doi.org/10.47191/ijsshr/v6-i6-22
Wardani, H., Sujarwo, S., Rakhmawati, Y., & Cahyandaru, P. (2023). Analysis of the impact of the Merdeka Curriculum policy on stakeholders at primary school. Jurnal Ilmiah Peuradeun, 11(2), 513. https://doi.org/10.26811/peuradeun.v11i2.801
Wasehudin, W. (2023). Transforming Islamic education through Merdeka Curriculum in pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918
Wei, X. (2023). Social climate of physical training classes of the Chinese universities and the undergraduate students’ mental health, physical activities and lifestyle. https://doi.org/10.21203/rs.3.rs-3285407/v1
Wiersma, W. (2009). [Review of the book Evaluation theory, models, & applications, by D. L. Stufflebeam & A. J. Shinkfield]. Journal of MultiDisciplinary Evaluation, 6(11), 109–111. https://doi.org/10.56645/jmde.v6i11.197
Wulandari, N. T. (2023). Evaluasi implementasi Kurikulum Merdeka terhadap pembelajaran Pendidikan Jasmani Olahraga dan Kesehatan (PJOK) SMA Negeri se-Kota Kendari. Fakultas Ilmu Keolahragaan dan Kesehatan, Universitas Negeri Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta.
Zaim, M. (2024). Can the Merdeka Belajar Curriculum really improve students’ reading literacy? JOALL (Journal of Applied Linguistics and Literature, 9(1), 147–166. https://doi.org/10.33369/joall.v9i1.32173
Zhang, H. (2024). Physical education teaching quality evaluation method using mobile edge computing in the online and offline environment. Scalable Computing Practice and Experience, 25(2), 692–699. https://doi.org/10.12694/scpe.v25i2.2542
Copyright (c) 2025 Janwar Suherman, Johan Irmansyah, Mujriah Mujriah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
