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Evaluation Of The Implementation Of The Independent Learning Curriculum Policy In Remote Areas (Study At Junior High School 13 Seluma Regency) Delon Hadi; Yanuar Rikardo; Yusuarsono; Evi Lorita
Social Sciences Journal Vol. 2 No. 4 (2026): Agustus
Publisher : Utami Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/soc.v2i4.737

Abstract

This study aims to find out the Evaluation of the Implementation of the Independent Learning Curriculum Policy in Remote Areas (Study at State Junior High School 13 Seluma Regency) The method used in this study is descriptive qualitative research. Furthermore, data collection techniques are carried out by means of interviews, observations, and collaborations. After obtaining the results of the research, it is analyzed by means of data reduction, data presentation, and conclusion drawn. The informants in this study are 7 people, 3 key informants and 4 main informants. 1) Effectiveness: The implementation of the Independent Curriculum at SMP Negeri 13 Seluma has been quite effective. The learning plan has been prepared based on learning outcomes, ATP, and teaching modules. However, there are still obstacles to the difference in students' abilities and limited learning readiness in remote areas. 2) Efficiency: In terms of efficiency, time management and the use of learning resources have been implemented quite well through scheduling arrangements, curriculum structure, and learning supervision. Teachers have taken advantage of various learning media. However, efficiency is not optimal due to the limitations of infrastructure and digital media facilities and the need for additional time for project-based learning. 3) Adequateness: The materials, learning activities, and evaluation system implemented are considered adequate in supporting the achievement of the learning objectives of the Independent Curriculum. The material has been prepared based on learning outcome mapping and adjusted to the condition of students. 4) Equity: The principle of equity in learning has been pursued through the application of student-centered learning and the implementation of differentiated learning. Teachers provide students with equal opportunities to participate in learning. 5) Responsiveness: The implementation of the Independent Curriculum shows a good level of responsiveness. Schools and teachers make learning adjustments based on the results of assessment, supervision, and reflection. Follow-up is carried out through remedial, enrichment, revision of teaching modules, and improvement of teaching strategies. Coordination between school principals, curriculum leaders, and teachers supports the process of continuous improvement. 6) Accuracy: Implementation of the Independent Curriculum From the aspect of conformity with the needs of students, the implementation of learning has led to the principles of differentiation and flexibility.
Evaluation of Electronic Identity Card (e-ID Card) Issuance Services at the Department of Population and Civil Registration of South Bengkulu Regency Wulan Dwi Saputri; Antonio Imanda; Yusuarsono; Bakat Seno Pratomo
Social Sciences Journal Vol. 2 No. 4 (2026): Agustus
Publisher : Utami Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/soc.v2i4.738

Abstract

This study aims to evaluate the issuance of Electronic Identity Cards (e-ID Cards) at the Department of Population and Civil Registration of South Bengkulu Regency. This research employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation. The collected data were analyzed using data reduction, data display, and conclusion drawing. The study involved five informants, consisting of two key informants and three primary informants. This research adopted the CIPP Evaluation Model proposed by Stufflebeam (2003:67), which consists of Context, Input, Process, and Product evaluation. Context Evaluation: The mobile outreach program (jemput bola) had previously been implemented; however, it is currently no longer operational because the supporting network has been discontinued by the central government. As a result, the transmission of population data can no longer be carried out as intended. Input Evaluation: The issuance of an e-ID Card generally requires approximately two days, although the processing time may be longer depending on the availability of blank ID card stock. In addition, applicants are required to use a queue number system, which often results in long waiting times due to the high number of applicants. Limited office operating hours also contribute to longer service delivery times. Process Evaluation: Correcting inaccurate personal data in the e-ID Card issuance process requires more than two working days. Applicants are provided with a collection receipt indicating the scheduled date for collecting their completed e-ID Card, usually two to three working days later. The receipt clearly specifies the day, date, month, and year of collection during official office hours. Product Evaluation: Overall, the e-ID Card issuance program has been implemented effectively. However, errors occasionally occur in the population database, particularly regarding applicants' names, addresses, and dates of birth, which may not correspond with their birth certificates. Consequently, data corrections are sometimes necessary. In terms of service accessibility, the program has performed satisfactorily, as services are provided by officers in accordance with official office hours