MONITORING DAN EVALUASI PELAKSANAAN KURIKULUM MERDEKA PADA SMP NEGRI 13 MEDAN

Abstrak

Penelitian ini bertujuan untuk memetakan dan menganalisis pelaksanaan Kurikulum Merdeka di SMP Negeri 13 Medan, dengan fokus pada aspek monitoring dan evaluasi. Metode kualitatif deskriptif digunakan dengan pengumpulan data melalui observasi, wawancara mendalam dengan wakil kepala sekolah, dan dokumentasi. Hasil penelitian menunjukkan bahwa SMP Negeri 13 Medan telah menerapkan Kurikulum merdeka dengan memilih model “Kurikulum Mandiri Berubah”. Sekolah telah melakukan upaya monitoring dan evaluasi melalui observasi langsung terhadap proses pembelajaran di kelas dan wawancara dengan guru, guna menilai efektivitas pelaksanaan kurikulum. Penelitian ini mengidentifikasi beberapa faktor pendukung pelaksanaan Kurikulum Merdeka di sekolah, yaitu kesiapan guru yang relatif baik, sosialisasi dan pelatihan yang diberikan kepada guru mengenai Kurikulum merdeka,serta pemanfaatan platform Merdeka Mengajar sebagai sumber belajar dan referensi. Namun, penelitian juga menemukan beberapa faktor penghambat, seperti kurangnya pemahaman beberapa guru terhadap Kurikulum Merdeka, terutama dalam hal implementasi dan adaptasi terhadap kebutuhan siswa. Tanggapan sekolah terhadap kurikulum Merdeka tergolong positif, dengan perencanaan matang sebelum penerapan. Sekolah telah melakukan upaya untuk mempelajari kurikulum, mengikuti workshop, dan mencari sumber-sumber pendukung. Perbandingan dengan Kurikulum 2013 menunjukkan bahwa Kurikulum Merdeka merupakan penyempurnaan, dengan keunggulan dan kurgan masing-masing.

This research aims to map and analyze the implementation of the Merdeka Curriculum at SMP Negeri 13 Medan, with a focus on the aspects of monitoring and evaluation. The descriptive qualitative method is used by collecting data through observation, in-depth interviews with the vice principal, and documentation. Research results show that SMP Negeri 13 Medan has implemented an independent curriculum by choosing the “Independent Curriculum Change” model. The school has made monitoring and evaluation efforts through direct observation of the learning process in class and interviews with teachers, in order to assess the effectiveness of curriculum implementation. This research identifies several factors that support the implementation of the Merdeka Curriculum in schools, namely relatively good teacher readiness, socialization and training given to teachers regarding the Merdeka Curriculum, as well as the utilization of the Merdeka Teaching platform as a source of learning and reference. However, the study also found several inhibiting factors, such as the lack of understanding of some teachers towards the Merdeka Curriculum, especially in terms of implementation and adaptation to student needs. The school’s response to the Merdeka curriculum is considered positive, with careful planning before implementation. The school has made efforts to study the curriculum, attend workshops, and find support sources. Comparison with the 2013 Curriculum shows that the Independence Curriculum is an improvement, with its own advantages and disadvantages.