Evaluation of the Implementation of the Independent Curriculum (IKM) in inclusive schools in East Jakarta

Eka Rista Harimurti

doi:10.63922/ijevss.v5i03.5772

Eka Rista Harimurti STKIP Kusuma Negara, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5772

Keywords: Independent Curriculum, Kurikulum Merdeka, Inclusive Education, CIPP Evaluation Model, Curriculum Evaluation, Inclusive Schools, East Jakarta

Abstract

This study aims to evaluate the implementation of the Independent Curriculum (Kurikulum Merdeka) in inclusive schools in East Jakarta using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative evaluative research design was employed to obtain a comprehensive understanding of curriculum implementation within inclusive educational settings. Data were collected through semi-structured interviews with school principals, teachers, special education teachers, and education stakeholders, complemented by classroom observations and document analysis. The collected data were analyzed using the interactive model of data analysis involving data reduction, data display, and conclusion drawing to identify strengths, challenges, and opportunities for improvement in curriculum implementation. The findings indicate that the Independent Curriculum is generally aligned with the principles of inclusive education by promoting differentiated instruction, student-centered learning, and the development of the Pancasila Student Profile. The context evaluation revealed strong policy support and positive institutional commitment, although differences in school readiness remain evident. Input and process evaluations showed that teacher competence, professional development, infrastructure, leadership, and stakeholder collaboration significantly influence implementation quality, while limited resources and varying institutional capacities continue to pose challenges. Product evaluation demonstrated improvements in students' critical thinking, creativity, communication, collaboration, learning participation, and character development, including among students with special educational needs. Nevertheless, sustainable implementation requires continuous teacher capacity building, adequate educational resources, systematic monitoring, and stronger collaboration among educational stakeholders. The study concludes that the CIPP evaluation model provides a comprehensive framework for assessing curriculum implementation and offers evidence-based recommendations for strengthening inclusive education and improving the quality of the Independent Curriculum in Indonesia

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