<![CDATA[Implementasi Kurikulum Merdeka menuntut adanya keselarasan antara perangkat ajar dengan Capaian Pembelajaran (CP), namun dalam praktiknya masih ditemukan ketidaksesuaian antara modul ajar, tujuan pembelajaran, dan asesmen dengan indikator CP, khususnya pada mata pelajaran Biologi kelas XI. Penelitian ini bertujuan mengevaluasi keselarasan antara CP, Tujuan Pembelajaran (TP), modul ajar, dan instrumen asesmen Biologi kelas XI, mengidentifikasi komponen yang belum sepenuhnya selaras dengan prinsip constructive alignment, serta faktor-faktor yang memengaruhinya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMA Negeri 3 Poso. Subjek penelitian adalah guru Biologi kelas XI dan wakil kepala sekolah bidang kurikulum, dengan objek berupa CP, TP, modul ajar, dan instrumen asesmen. Data dikumpulkan melalui studi dokumentasi, wawancara semi-terstruktur, dan observasi pembelajaran, menggunakan instrumen human instrument yang dilengkapi lembar analisis kesesuaian berbasis indikator constructive alignment, pedoman wawancara, dan lembar observasi; keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, dan member check. Data dianalisis secara deskriptif kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Tujuan Pembelajaran, materi, dan kegiatan pembelajaran berada pada kategori Sangat Sesuai dengan CP, sedangkan instrumen asesmen berada pada kategori Sesuai namun belum konsisten mengukur kemampuan berpikir tingkat tinggi (HOTS). Faktor kelembagaan (sosialisasi, supervisi, komunitas belajar) dan faktor individual guru turut memengaruhi tingkat kesesuaian. Penelitian ini merekomendasikan penguatan asesmen berbasis HOTS dan pelatihan berkelanjutan bagi guru mengenai constructive alignment. Alignment of Biology Teaching Materials with the Curriculum Merdeka Learning Outcomes for Grade XI Abstract The implementation of the Merdeka Curriculum requires alignment between teaching materials and Learning Outcomes (Capaian Pembelajaran/CP); however, in practice, misalignments are still found among teaching modules, learning objectives, and assessments against CP indicators, particularly in eleventh-grade Biology. This study aims to evaluate the alignment between CP, Learning Objectives (Tujuan Pembelajaran/TP), teaching modules, and assessment instruments for eleventh-grade Biology, to identify components not yet fully aligned with the principle of constructive alignment, and to examine the factors influencing alignment. This study used a qualitative approach with a case study design at SMA Negeri 3 Poso. The subjects were the eleventh-grade Biology teacher and the vice principal for curriculum affairs, with the object comprising CP, TP, teaching modules, and assessment instruments. Data were collected through document study, semi-structured interviews, and classroom observation, using the researcher as the main instrument supported by an alignment analysis sheet based on constructive alignment indicators, an interview guide, and an observation sheet; data validity was maintained through source and technique triangulation and member checking. Data were analyzed descriptively and qualitatively through data reduction, data display, and conclusion drawing. Results showed that learning objectives, materials, and learning activities were in the Very Aligned category with CP, while assessment instruments were in the Aligned category but had not yet consistently measured higher-order thinking skills (HOTS). Institutional factors (socialization, supervision, learning communities) and individual teacher factors also influenced the level of alignment. This study recommends strengthening HOTS-based assessment and providing continuous teacher training on constructive alignment.]]>
