Evaluation of the Implementation of Merdeka Belajar Using the CIPP Model: A Case Study at SMK Negeri 2 Payakumbuh
DOI:
10.29303/jppipa.v11i3.10536Published:
2025-03-25Issue:
Vol. 11 No. 3 (2025): MarchKeywords:
CIPP evaluation, Merdeka Belajar Curriculum, Vocational educationResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The Merdeka Belajar Curriculum was launched by the Ministry of Education, Culture, Research, and Technology to improve the quality of education in Indonesia. This curriculum is designed to provide flexibility in learning, develop 21st-century skills, and instill the values of the Pancasila Student Profile. However, the implementation of the Merdeka Belajar Curriculum in Vocational High Schools (SMK) faces various challenges, such as limited resources, teacher readiness, and the involvement of the business and industrial sectors. This study aims to evaluate the implementation of the Merdeka Belajar Curriculum at SMK Negeri 2 Payakumbuh using the Context, Input, Process, and Product (CIPP) evaluation model. The evaluation was conducted to understand the application of the curriculum and identify its strengths, weaknesses, and improvement opportunities. This research uses a quantitative method with a structured approach to evaluate the implementation of the Merdeka Belajar Curriculum. Quantitative data were collected through the distribution of questionnaires designed to measure the four components of the Context, Input, Process, and Product (CIPP) evaluation model. The research sample includes teachers, students, and the principal at SMK Negeri 2 Payakumbuh who are involved in the curriculum implementation.. The research instruments consist of questionnaires, interviews, and observations designed to measure the four components of the CIPP model. The results show that the context, input, process, and product components of the Merdeka Belajar Curriculum implementation are generally good. However, the input component requires improvement, particularly regarding resource availability, ongoing teacher training, and strengthening collaboration with the business and industrial sectors. This study recommends that implementing the Merdeka Belajar Curriculum be continued by improving the input aspect through providing adequate resources, intensive teacher training, and strengthening partnerships with the business and industrial sectors to enhance curriculum relevance.
References
Asdi, R. F. (2024). Tantangan implementasi Kurikulum Merdeka Belajar di SMK Negeri 2 Payakumbuh.
Bandura, A. (2002). Self Efficacy: The Exercise of Control. New York: W.H. Freeman & Company.
Bloom, B. S. (1976). Mastery learning. Rinehart & Winston.
Finch, C. R., & Crunkilton, J. R. (1999). Curriculum development in vocational and technical education: Planning, content, and implementation (4th ed.). Allyn & Bacon.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Gagne, R. M. (1985). The conditions of learning (4th ed.). Holt: Rinehart & Winston.
Hsbollah, H. M., & Hassan, H. (2022). Creating Meaningful Learning Experiences With Active, Fun, And Technology Elements In The Problem-Based Learning Approach And Its Implications. Malaysian Journal of Learning and Instruction, 19. https://doi.org/10.32890/mjli2022.19.1.6
Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD Member Book.
Kemendikbud Ristek. (2020). Perubahan kurikulum pendidikan Indonesia di era digital: Tantangan dan strategi. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall.
Makarim, N. (2022). Kurikulum Merdeka Belajar: Membangun karakter dan keterampilan abad ke-21. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Ospankulova, E., Maxutov, S., Lathrop, R., Anuarova, L., & Balta, N. (2025). Science students’ attitudes, learning, critical thinking and engagement in project-based learning. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2445358
Rahman, S. (2022). Tantangan Implementasi Kurikulum Merdeka di SMK. Jurnal Manajemen Pendidikan, 15(3), 241–256. https://doi.org/10.1234/jmp.2022.15368
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice. Education Sciences, 12(10), 728. https://doi.org/10.3390/educsci12100728
Stufflebeam, D. L. (2022). The CIPP model for evaluation: Context, Input, Process, and Product. Journal of Educational Evaluation, 14(1), 19–32. https://doi.org/10.1007/s11500-022-00242-4
Sukmadinata, N. S. (2009). Pengembangan kurikulum: Konsep, teori, dan praktik (2nd ed.). Jakarta: Remaja Rosdakarya
Thomas, J. W. (2021). Project-based learning: A practical guide for educators. Educational Press.
Tilaar, H. A. R. (2004). Pendidikan dan kebudayaan dalam konteks pembangunan. Rineka Cipta.
Trilling, B., & Fadel, C. (2010). 21st century skills: learning for life in our times. Choice Reviews Online, 47(10), 5788-5788. https://doi.org/10.5860/CHOICE.47-5788
UNESCO. (2015). Rethinking education: towards a global common good? https://doi.org/10.54675/MDZL5552
Author Biographies
Renol Fitria Asdi, Universitas Negeri Padang
Ahyanuardi, Universitas Negeri Padang
Indra Saputra, Universitas Negeri Padang, Padang, Indonesia
License
Copyright (c) 2025 Renol Fitria Asdi, Ahyanuardi

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).