EVALUASI PELAKSANAAN PROGRAM KURIKULUM MERDEKA DI SMK NEGERI 26 JAKARTA MENGGUNAKAN DISCREPANCY EVALUATION MODEL (DEM)

RIKA SAFITRI, . (2025) EVALUASI PELAKSANAAN PROGRAM KURIKULUM MERDEKA DI SMK NEGERI 26 JAKARTA MENGGUNAKAN DISCREPANCY EVALUATION MODEL (DEM). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan Kurikulum Merdeka di SMK Negeri 26 Jakarta menggunakan pendekatan Discrepancy Evaluation Model (DEM). Fokus evaluasi mencakup empat komponen utama, yaitu desain, instalasi, proses, dan produk. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dilakukan melalui dokumentasi, observasi, dan wawancara dengan wakil kepala sekolah bidang kurikulum, guru, serta peserta didik. Hasil penelitian menunjukkan bahwa pada tahap desain dan instalasi, sekolah telah menyusun dokumen kurikulum dan perangkat ajar sesuai pedoman nasional, meskipun masih terdapat kendala dalam dokumentasi resmi, adaptasi guru, serta keterbatasan fasilitas praktik dan teknologi. Pada tahap proses, pembelajaran dilaksanakan secara aktif dan berbasis proyek, namun pelaksanaan asesmen formatif serta penerapan pembelajaran berdiferensiasi belum merata. Tahap produk menunjukkan capaian kompetensi peserta didik yang cukup baik, serta dampak positif terhadap pengembangan karakter melalui Projek Penguatan Profil Pelajar Pancasila (P5), meskipun masih diperlukan perbaikan dalam dokumentasi dan fasilitas. Kendala utama mencakup rendahnya pemanfaatan teknologi, belum optimalnya pelatihan guru, serta beban administratif. Penelitian ini menyimpulkan bahwa pelaksanaan Kurikulum Merdeka telah menunjukkan kemajuan positif, namun diperlukan perbaikan berkelanjutan dalam aspek sumber daya manusia, sarana, serta sistem monitoring dan evaluasi untuk memastikan implementasi berjalan efektif dan berkelanjutan. Kata kunci: Asesmen Formatif, Discrepancy Evaluation Model, Evaluasi Kurikulum, Kurikulum Merdeka, Pembelajaran Berdiferensiasi ***** This study aims to evaluate the implementation of the Merdeka Curriculum at SMK Negeri 26 Jakarta using the Discrepancy Evaluation Model (DEM) approach. The evaluation focuses on four main components: design, installation, process, and product. This is a qualitative research study employing a case study approach. Data were collected through documentation, observation, and interviews with the vice principal for curriculum, teachers, and students. The findings reveal that in the design and installation stages, the school has prepared curriculum documents and teaching materials aligned with national guidelines, although challenges remain in official documentation, teacher adaptation, and limitations in practice facilities and technology. In the process stage, teaching and learning activities were conducted actively and project-based; however, formative assessment and differentiated instruction were not consistently implemented. In the product stage, most students achieved satisfactory competency outcomes, and the Pancasila Student Profile Project (P5) positively contributed to character development, though improvements in documentation and facilities are still needed. Key obstacles include limited technology utilization, suboptimal teacher training, and high administrative workloads. The study concludes that while the implementation of the Merdeka Curriculum has shown positive progress, continuous improvements in human resources, infrastructure, and monitoring systems are necessary to ensure effective and sustainable execution. Keywords: Curriculum Evaluation, Discrepancy Evaluation Model, Differentiated Instruction, Formative Assessment, Merdeka Curriculum

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Muksin, S.Pd., M.Pd. ; 2). Prof. Dr. Soeprijanto, M.Pd.
Subjects:	Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan
Divisions:	FT > S1 Pendidikan Teknik Elektro
Depositing User:	Rika Safitri .
Date Deposited:	07 Aug 2025 03:18
Last Modified:	07 Aug 2025 03:18
URI:	http://repository.unj.ac.id/id/eprint/58624

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