STUDI EVALUASI IMPLEMENTASI KURIKULUM 2013 DITINJAU DARI CONTEXT, INPUT, PROCESS, DAN PRODUCT (CIPP) PADA SEKOLAH DASAR NEGERI DI WILAYAH PINGGIRAN KABUPATEN BADUNG

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tentang efektivitas implementasi kurikulum 2013 pada sekolah dasar negeri di wilayah pinggiran Kabupaten Badung ditinjau dari konteks, input, proses, dan produk. Penelitian ini termasuk jenis penelitian evaluatif dengan mengadopsi model evaluasi CIPP. Populasi penelitian ini adalah seluruh sekolah dasar negeri di wilayah pinggiran Kabupaten Badung yang mengimplementasikan kurikulum 2013. Sampel ditentukan dengan teknik purposive sampling, quota sampling, dan simple random sampling. Sampel penelitian berjumlah 33 orang, yakni 11 orang kepala sekolah, 11 orang guru kelas I, dan 11 orang guru kelas IV. Metode pengumpulan data dalam penelitian ini menggunakan metode kuesioner atau angket. Data dianalisis dengan mengubah skor variabel konteks, input, proses, dan produk ke dalam bentuk T-skor kemudian dikonversikan dengan kuadran Glickman. Hasil penelitian menunjukkan (1) variabel konteks persentase F+ = 45,45% dan F– = 54,55% menunjukkan hasil kurang efektif, (2) variabel input persentase F+ = 39,39% dan F– = 60,61% menunjukkan hasil kurang efektif, (3) variabel proses persentase F+ = 51,52% dan F– = 48,48% menunjukkan hasil efektif, (4) variabel produk persentase F+ = 45,45% dan F– = 54,55% menunjukkan hasil kurang efektif. Berdasarkan hasil penelitian, dapat disimpulkan bahwa variabel CIPP termasuk kuadran III (– – + –) pada kuadran Glickman, sehingga implementasi kurikulum 2013 pada sekolah dasar negeri di wilayah pinggiran Kabupaten Badung adalah kurang efektif.
Kata Kunci : studi evaluasi, implementasi kurikulum 2013, model CIPP

This research purpose is to describe the effectiveness of the implementation of the 2013 curriculum at public elementary school in the suburb of Badung regency in terms of context, input, process, and product. This research includes evaluative research by adopting the CIPP evaluation model. The population of this research is all public elementary school in the suburb of Badung regency which implemented the 2013 curriculum. The sample is determined by using purposive sampling, quota sampling, and simple random sampling. These samples included 33 people, ie, 11 principals, 11 first grade teachers, and 11 fourth grade teachers. The methods of data collection in this study by using a questionnaire. The data were analyzed by changing the context, input, process, and products variables score in the form of T-score then converted by Glickman quadrant. The results showed (1) the percentage of context variables F + = 45.45% and F– = 54.55% showed less effective results, (2) the percentage of input variables F + = 39.39% and F– = 60.61% showing results less effective, (3) the percentage of the process variable F + = 51.52% and F– = 48.48% showed effective results, (4) the percentage of the product variable F + = 45.45% and F– = 54.55% shows the results less effective. Based on the research results, it can be concluded that the variable CIPP including quadrant III (- - + -) in quadrant Glickman, so the implementation of the 2013 curriculum at public elementary school in the suburb of Badung regency is less effective.
keyword : evaluation study, implementation of 2013 curriculum, CIPP model