<![CDATA[This research is motivated by the crucial role of process standards in the 2013 Curriculum as a reference for creating active, creative, and student-centered learning. However, their implementation in the field often faces obstacles. The gap between the ideal goals of process standards and the reality of their implementation, such as a lack of teacher understanding and limited resources, prompted this evaluation. The focus of the research is to evaluate the effectiveness of implementing the 2013 Curriculum process standards in improving the quality of learning. This study used a qualitative method with a library research approach, analyzing various literature such as books, journals, and official documents related to the implementation of process standards. Data analysis was conducted using content analysis. The results of the study indicate that the K13 process standards conceptually have a positive impact, encouraging a scientific approach and active learning. However, key findings reveal that their effectiveness is highly dependent on teacher readiness in planning (lesson plan), implementing (variative methods), and assessing learning. Significant obstacles include a lack of teacher training, difficulties integrating a scientific approach and authentic assessment, and limited supporting resources. It was concluded that the K13 process standards have the potential to improve learning quality, but their effectiveness is not yet optimal and requires ongoing teacher training and facility improvements to achieve maximum results. ABSTRAKPenelitian ini dilatarbelakangi oleh peran krusial standar proses dalam Kurikulum 2013 sebagai acuan untuk menciptakan pembelajaran yang aktif, kreatif, dan berpusat pada siswa, namun implementasinya di lapangan sering menghadapi kendala. Adanya kesenjangan antara tujuan ideal standar proses dengan realitas pelaksanaannya, seperti kurangnya pemahaman guru dan keterbatasan sarana, mendorong evaluasi ini. Fokus penelitian adalah mengevaluasi efektivitas penerapan standar proses Kurikulum 2013 dalam meningkatkan kualitas pembelajaran. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi pustaka (library research), menganalisis berbagai literatur seperti buku, jurnal, dan dokumen resmi terkait implementasi standar proses. Analisis data dilakukan menggunakan analisis isi (content analysis). Hasil kajian menunjukkan bahwa standar proses K13 secara konseptual berdampak positif, mendorong pendekatan saintifik dan pembelajaran aktif. Namun, temuan utama mengungkap bahwa efektivitasnya sangat bergantung pada kesiapan guru dalam merencanakan (RPP), melaksanakan (metode variatif), dan menilai pembelajaran. Kendala signifikan meliputi kurangnya pelatihan guru, kesulitan mengintegrasikan pendekatan saintifik dan penilaian autentik, serta keterbatasan sarana pendukung. Disimpulkan bahwa standar proses K13 berpotensi meningkatkan kualitas pembelajaran, namun efektivitasnya belum optimal dan memerlukan pelatihan guru berkelanjutan serta peningkatan fasilitas agar dapat tercapai secara maksimal.]]>
