Evaluation of the Implementation of the Merdeka Curriculum Using the CIPP Model at Kerinci Public Junior High School No. 36

Abstract

This study aims to evaluate the implementation of the Merdeka Curriculum at SMP Negeri 36 Kerinci using the CIPP evaluation model, consisting of Context, Input, Process, and Product. The study employed a qualitative evaluative approach supported by descriptive questionnaire data. Data were collected through semi-structured interviews, observations, questionnaires, and documentation. Six informants were selected purposively, consisting of one principal, one vice principal for curriculum affairs, two teachers, and two students. The findings show that the implementation of the Merdeka Curriculum was generally in the good category. The strongest aspect was Context, indicating that curriculum implementation was relatively well aligned with school conditions and students' needs, while Input was the weakest aspect, particularly in relation to learning facilities, technology access, and teacher competency. The Process component shows that the available inputs were translated into relatively active and student-centered learning practices, although implementation was not yet fully uniform. The Product findings indicate positive development in student engagement, creativity, independence, cooperation, and character. The main implication is that the school has established a relevant curricular foundation, but the sustainability and quality of implementation depend on strengthening resources and teacher capacity. Thus, CIPP evaluation in this setting should not be viewed as four separate scores but as a connected system in which contextual suitability needs to be followed by adequate inputs, effective processes, and sustainable outcomes.