Analysis of Implementation of the Independent Curriculum in Kudus District

Abstract

The purpose of this study was to analyze the implementation of the Independent Curriculum for the 2022/2023 Academic Year at Gugus Kaliyitno Elementary School, Dawe District, Kudus Regency, with research subjects consisting of 4 schools. In analyzing the implementation of the independent curriculum using the CIPP evaluation model (Context, Input, Process, and Product). This research is evaluative research with descriptive qualitative method. Data collection techniques used are interviews, questionnaires, observation and documentation studies. Data analysis uses the Miles and Hubberman flow with the stages of data reduction, data presentation and drawing conclusions from data obtained in the field. The results showed that context evaluation with indicators of curriculum suitability with the school's vision and mission, curriculum suitability with student learning needs and curriculum suitability with the times showed good results. Evaluation of input with indicators of understanding KOSP is 50% good and 50% sufficient, Completeness of Teaching Modules is 100% good, Completeness of Infrastructure is 50% good and 50% sufficient, while indicators for setting lesson hours are 100% good. Evaluation of the process with indicators of the implementation of learning differs 75% in the sufficient category and 25% in the good category, 75% of P5 learning implementation is in the good category and 25% is in the sufficient category, while the implementation of assessment in learning is 50% in the good category and 50% in sufficient category. Product evaluation with indicators of student learning outcomes is 100% in the good category and 100% student satisfaction is in the satisfied category.