EVALUASI IMPLEMENTASI KURIKULUM CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE) DI ACS JAKARTA

LILY YULIANI SUGIARTO, . (2025) EVALUASI IMPLEMENTASI KURIKULUM CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE) DI ACS JAKARTA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengevaluasi implementasi kurikulum Cambridge International General Certificate of Secondary Education (IGCSE) di jenjang Sekolah Menengah ACS Jakarta sebagai salah satu Satuan Pendidikan Kerjasama (SPK) di Indonesia. Evaluasi dilakukan menggunakan model CIPP (Context, Input, Process, Product) dengan pendekatan kualitatif. Data diperoleh melalui wawancara mendalam dengan pemangku kepentingan (Executive Principal, Dean of Academics, kepala departemen, guru, siswa, alumni, dan orang tua), observasi kelas menggunakan Cambridge Observation Checklist, serta studi dokumentasi. Temuan menunjukkan bahwa kurikulum IGCSE diimplementasikan secara konsisten sesuai dengan prinsip-prinsip Cambridge, dengan dukungan sumber daya yang memadai dan pendekatan pengajaran yang aktif dan reflektif. Meskipun demikian, tantangan masih ditemukan dalam hal diferensiasi pembelajaran dan tekanan akademik. Penelitian ini menyimpulkan bahwa kurikulum IGCSE memberikan kontribusi positif terhadap pencapaian akademik dan kesiapan siswa untuk jenjang pendidikan lebih lanjut, khususnya International Baccalaureate Diploma Programme (IBDP). Rekomendasi diberikan untuk penguatan pelatihan guru, peningkatan strategi pembelajaran berdiferensiasi, dan keseimbangan beban akademik.*****This study aims to evaluate the implementation of the Cambridge International General Certificate of Secondary Education (IGCSE) curriculum at the secondary level of ACS Jakarta, one of the International Partnership Schools (SPK) in Indonesia. The evaluation was conducted using the CIPP model (Context, Input, Process, Product) with a qualitative approach. Data were collected through in-depth interviews with key stakeholders (Executive Principal, Dean of Academics, Heads of Departments, teachers, students, alumni, and parents), classroom observations using the Cambridge Observation Checklist, and document analysis. The findings indicate that the IGCSE curriculum is implemented consistently in accordance with Cambridge principles, supported by adequate resources and active, reflective teaching approaches. However, challenges remain in differentiated instruction and academic pressure. The study concludes that the IGCSE curriculum contributes positively to students’ academic achievement and preparedness for further education, particularly the International Baccalaureate Diploma Programme (IBDP). Recommendations are provided to strengthen teacher training, enhance differentiated learning strategies, and promote academic workload balance.

Item Type:	Thesis (Magister)
Additional Information:	1.) Dr. Sugiarto, M.A. 2.) Dr. Heru Santosa, M.Pd.
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Aneka Ragam tentang Pendidikan Manajemen > Manajemen , Business Manajemen > Pendidikan, Riset Penelitian Bisnis
Divisions:	PASCASARJANA > S2 Manajemen Pendidikan
Depositing User:	Lily Yuliani Sugiarto .
Date Deposited:	15 Oct 2025 03:16
Last Modified:	15 Oct 2025 03:16
URI:	http://repository.unj.ac.id/id/eprint/62680

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