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All Journal Cetta: Jurnal Ilmu Pendidikan Literacy : International Scientific Journals of Social, Education, Humanities
Eti Yenik
Universitas PGRI Semarang
Humanities Education Social Sciences

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Evaluating the Planning and Implementation of the Independent Curriculum in Senior High Schools: A CIPP-Based Case Study in Semarang, Indonesia Hartono Hartono; Hesti Pandu Wismasit; Eti Yenik; Endang Sri Darmayanti; Ngurah Ayu nyoman
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 3 (2025): December : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i3.2736

Abstract

Educational planning plays a strategic role in guiding the success of policy implementation at the school level. This study aims to evaluate the planning and implementation of the Independent Curriculum in Senior High Schools in Semarang City using the CIPP evaluation model (Context, Input, Process, Product). A descriptive qualitative approach was employed, with data collected through interviews, observations, and document analysis. The findings show that in the context aspect, schools demonstrate strong support for the new curriculum, although challenges remain in terms of understanding and infrastructure. In the input aspect, teachers were actively involved in curriculum development, yet training and technical assistance remain suboptimal. The process aspect reveals collaborative efforts among teachers, but the implementation of the Pancasila Student Profile projects and authentic assessment still face several obstacles. Meanwhile, in terms of product, teacher creativity and student participation have improved, although a comprehensive evaluation instrument for holistic learning outcomes is still lacking. These findings underscore the need to strengthen teacher training, reduce administrative burdens, and develop adaptive evaluation tools for future curriculum implementation.
Pengaruh Supervisi Akademik, Pengembangan Keprofesian Berkelanjutan, dan Motivasi Kerja Terhadap Kompetensi Pedagogik Guru Eti Yenik; Bunyamin Bunyamin; Muhammad Prayito
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5495

Abstract

Teacher pedagogical competence is one of the key factors in determining the quality of learning and educational success. Teachers with strong pedagogical competence are able to effectively plan, implement, and evaluate learning activities in accordance with students’ characteristics and needs. However, teacher pedagogical competence is influenced by various factors, including academic supervision, continuous professional development, and work motivation. These three factors play a strategic role in supporting the improvement of teacher performance and the achievement of educational goals. This study aimed to analyze the effects of academic supervision, continuous professional development, and work motivation on the pedagogical competence of public elementary school teachers in East Ungaran District, Semarang Regency, both partially and simultaneously. The study employed a quantitative approach with a descriptive correlational design. The population consisted of 277 public elementary school teachers, with a sample of 164 teachers determined using the Slovin formula and selected through proportional random sampling. Data were collected using questionnaires and analyzed through simple linear regression and multiple linear regression techniques. The results revealed that academic supervision had a positive and significant effect on teachers’ pedagogical competence, contributing 34.6%. Continuous professional development also had a positive and significant effect, contributing 31.6%. Work motivation showed a positive and significant effect with a contribution of 52.5%, making it the variable with the greatest contribution to teachers’ pedagogical competence. Simultaneously, academic supervision, continuous professional development, and work motivation had a positive and significant effect on teachers’ pedagogical competence, contributing 63.1%. The findings indicate that improving teachers’ pedagogical competence can be achieved through the optimization of academic supervision, the strengthening of continuous professional development, and the enhancement of teacher work motivation in an integrated manner.
Co-Authors Bunyamin Bunyamin Endang Sri Darmayanti Hartono Hartono Hesti Pandu Wismasit Muhammad Prayito Ngurah Ayu Nyoman Murniati