Studi Evaluatif Implementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Jasmani Sekolah Dasar
DOI:
https://doi.org/10.36312/rj.v5i1.3227Keywords:
Kurikulum Mardeka, Pendidikan Jasmani, Sekolah DasarAbstract
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.
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