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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Lambertus Johanes Lokollo
Master of Educational Management, Postgraduate Program, Pattimura University, Ambon, Indonesia
Education Social Sciences Other

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EVALUATION OF DEEP LEARNING MANAGEMENT IN JUNIOR HIGH SCHOOLS IN AMBON CITY Elizabeth Loupatty; Izaak Hendrik Wenno; Lambertus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8121

Abstract

This study aims to evaluate the management of deep learning in junior high schools in Ambon City using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluative qualitative approach to obtain an in-depth description of how deep learning is planned, organized, implemented, assessed, and followed up at the school level. Data were collected through semi-structured interviews, classroom observation, and documentation involving principals, teachers, and school management staff from three public junior high schools in Ambon City. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while credibility was strengthened through source triangulation, technique triangulation, and member checking. The findings show that, in the context component, school visions and missions are generally aligned with deep learning principles, although the translation of these principles into classroom practice remains uneven. In the input component, teacher qualifications, support staff, facilities, learning resources, and training programs are available but require further strengthening, particularly in authentic assessment, contextual material development, and technology integration. In the process component, teachers have begun to use project-based learning, problem-based learning, inquiry, reflection, portfolio assessment, and collaborative planning, but implementation is constrained by time, literacy levels, heterogeneous student abilities, and passive learning habits. In the product component, students show emerging improvements in critical thinking, independence, collaboration, and contextual problem solving. The study recommends continuous professional development, stronger instructional supervision, better facility optimization, and a participatory evaluation system for deep learning management.
EVALUATION OF THE IMPLEMENTATION OF THE MERDEKA CURRICULUM USING THE CIPP MODEL IN ELEMENTARY SCHOOLS Nanci Elyani Panna; Patrisius Rahabav; Lambertus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8452

Abstract

This study evaluates the implementation of the Merdeka Curriculum in four elementary schools in Baguala District, Ambon City, namely SD Negeri 1 Lateri, SD Negeri 2 Lateri, SD Negeri 2 Passo, and SD Negeri 77 Passo. The study used a qualitative evaluative approach with the CIPP model, consisting of context, input, process, and product evaluation. Data were collected through interviews, observations, and documentation involving principals and teachers as key informants. The results show that, in the context aspect, schools have understood the main principles of the Merdeka Curriculum as flexible, student-centered, and character-oriented learning. In the input aspect, schools have provided training, learning devices, and principal support, although teacher readiness and learning facilities remain uneven. In the process aspect, learning has begun to apply student-centered strategies, project activities, and diagnostic and formative assessment, but differentiated learning has not been implemented consistently. In the product aspect, the curriculum has contributed to students' activeness, confidence, cooperation, literacy, numeracy, and Pancasila Student Profile values. The study concludes that the implementation is generally adequate but requires continuous improvement in teacher competence, digital learning facilities, assessment practice, and school-parent collaboration.
Co-Authors Elizabeth Loupatty Izaak Hendrik Wenno Nanci Elyani Panna Patrisius Rahabav