Evaluation of the Merdeka Curriculum at SMA ‘Aisyiyah 01 Palembang

Abstract

This study aims to evaluate the implementation of the Kurikulum Merdeka at SMA ‘Aisyiyah 01 Palembang through a descriptive qualitative approach. Data collection methods included in-depth interviews with the Principal and Vice Principal for Curriculum Affairs, direct observation over two days of activity implementation, and documentation studies of archives and related reports. The evaluation was conducted using four main indicators: context, input, process, and product. The context evaluation revealed that teacher training in administration, teaching modules, and syllabi is a fundamental need to support curriculum implementation. The input evaluation demonstrated the school's readiness in providing infrastructure, such as projectors, laptops, and other technological facilities, as well as teachers’ preparedness in utilizing technology-based learning media. The process evaluation was carried out through routine classroom observations, showing active teacher involvement in implementing student-centered learning methods. Meanwhile, the product evaluation assessed improvements in literacy, numeracy, and other competencies, as reflected in the education report. In addition to supporting factors such as the availability of facilities and teacher enthusiasm, this study also identified challenges in transitioning from conventional learning to an active learning model. These findings provide a comprehensive overview of the effectiveness of Kurikulum Merdeka implementation and serve as a foundation for improving future learning strategies.