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All Journal COLLASE (Creative of Learning Students Elementary Education) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Agus Saeful Anwar
Universitas Muhammadiyah Kuningan
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Analisis asesmen Kurikulum Merdeka menggunakan model CIPP (Context, Input, Process, and Product) di SDN 2 Sukamulya Dinda Nur Azizah; Agus Saeful Anwar
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 2 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i2.28901

Abstract

Abstract This study aims to analyze the implementation of the Independent Curriculum assessment using the CIPP (Context, Input, Process, and Product) model at SDN 2 Sukamulya. The research problem arises from the importance of understanding the planning, implementation, and evaluation of assessments to improve student learning outcomes and support the philosophy of independent learning. The method used is descriptive qualitative with data collection techniques in the form of interviews, observations, and documentation of homeroom teachers and the principal. The results show that the assessment planning is in accordance with the principles of the Independent Curriculum, although teachers' understanding still needs to be improved. During the implementation stage, teachers began to consistently apply diagnostic, formative, and summative assessments with the support of various instruments. The evaluation showed a positive impact on student engagement and learning outcomes, although comprehensive and reflective assessment monitoring aspects are needed to achieve the objectives of the Independent Curriculum. Keywords: Independent curriculum, Curriculum assessment, CIPP Model Abstrak Penelitian ini bertujuan untuk menganalisis pelaksanaan asesmen Kurikulum Merdeka menggunakan model CIPP (Contect, Input, Process, and Product) di SDN 2 Sukamulya. Permasalahan penelitian muncul dari pentingnya pemahaman terhadap perencanaan, pelaksanaan, dan evaluasi asesmen guna meningkatkan hasil belajar peserta didik serta mendukung filosofi merdeka belajar. Metode yang digunakan adalah deskriptif kualitatif dengan tekhnik pengumpulan data berupa wawancara, observasi, dan dokumentasi terhadap guru wali kelas dan kepala sekolah. Hasil penelitian menunjukan bahwa perencanaan asesmen telah sesuai dengan prinsip Kurikulum Merdeka, meskipun pemahaman guru masih perlu ditingkatkan. Pada tahap pelaksanaan, guru mulai menerapkan asesmen diagnostik, formatif, dan sumatif secara konsisten dengan dukungan berbagai instrumen. Evaluasi menunjukan dampak positif terhadap keterlibatan dan hasil belajar siswa, meskipun aspek pemantauan asesmen yang komprehensif dan reflektif untuk mencapai tujuan Kurikulum Merdeka. Kata Kunci: Kurikulum Merdeka, Asesmen Kurikulum, Model CIPP
Analisis implementasi projek penguatan profil pelajar pancasila dalam membentuk karakter gotong royong siswa kelas IV di SD Negeri Walaharcageur Tiara Hapsari Zulaika; Agus Saeful Anwar
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 1 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i1.29009

Abstract

Minimnya karakter gotong royong pada siswa kelas IV SD Negeri Walaharcageur dalam kegiatan Projek Penguatan Profil Pelajar Pancasila ini. Penelitian ini bertujuan untuk menganalisis bagaimana implementasi kegiatan Penerapan Projek Penguatan Profil Pelajar Pancasila dalam membentuk karakter gotong royong siswa kelas IV SD Negeri Walaharcageur, serta ingin mengetahui apa saja faktor yang mempengaruhi pengembangan karakter gotong royong siswa setelah mengikuti kegiatan projek penguatan profil pelajar pancasila. Metode penelitian yang digunakan dalam penelitian ini yaitu metode penelitian kualitatif deskriptif. Hasil penelitian ini menunjukkan bahwa guru pada pelaksanaan kegiatan P5 yang dilakukan sesuai dengan tahapan-tahapan profil pelajar pancasila, berdasarkan hasil pengamatan dari masing-masing tahapan tersebut pada saat kegiatan terbukti bahwa tahapan-tahapan tersebut dapat melatih dan membentuk karakter gotong royong siswa, dari tahapan-tahapan tersebut siswa memiliki nilai karakter gotong royong yang baik yang bisa diterapkan dalam kehidupan sehari-hari. Adapun faktor-faktor yang mempengaruhi pembentukan karakter siswa diantaranya yaitu peran guru, lingkungan sekolah, keterlibatan orang tua, pengalaman sosial siswa, motivasi dan kesadaran siswa, serta metode pembelajaran yang digunakan harus sesuai. Meskipun hasil menunjukkan peningkatan karakter gotong royong, namun proses pembentukan karakter tidak terjadi secara instan, masih diperlukan upaya pembiasaan, pendampingan intensif serta konsistensi dalam pelaksanaan kegiatan P5 agar hasil yang didapat lebih maksimal dan berkelanjutan. Kata Kunci : Projek Penguatan Profil Pelajar Pancasila, Karakter Gotong Royong
Pengaruh Penggunaan Media Board Game Monopoli terhadap Peningkatan Pemahaman Materi Norma pada Siswa Kelas V SDN 1 Cengal Eliza; Agus Saeful Anwar; Nurholifah; Ismawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2354

Abstract

Norms are one of the essential topics in Pancasila Education, as they help students develop responsible attitudes and appropriate behavior in their daily lives. However, conventional teaching methods often make it difficult for students to understand and apply the concept of norms effectively. Therefore, the purpose of this study was to examine the effect of using Monopoly board game media on fifth-grade students' understanding of norms at Cengal 1 Public Elementary School. This study employed a quantitative approach using a quasi-experimental method with an unequal control group design. The population consisted of 59 fifth-grade students, comprising 33 students in the experimental class and 26 students in the control class. Data were collected through pre-tests and post-tests. The data were analyzed using SPSS version 27, including normality, homogeneity, independent samples t-test, and N-Gain analyses. The results showed that the experimental class achieved a higher average post-test score (82.30) than the control class (69.85). Furthermore, the independent samples t-test yielded a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating that the use of Monopoly board game media had a significant effect on improving students' understanding of norms. The N-Gain analysis revealed that the experimental class obtained an average N-Gain score of 71.20%, which was categorized as moderately effective, whereas the control class achieved an average score of 51.82%, categorized as less effective. Therefore, the Monopoly board game media was proven to be effective in enhancing students' understanding of norms and can serve as a creative and engaging learning medium for Pancasila Education in elementary schools.
Co-Authors Dinda Nur Azizah Eliza Ismawati Nurholifah Tiara Hapsari Zulaika