STUDI EVALUASI IMPLEMENTASI KURIKULUM 2013 DITINJAU DARI CIPP PADA SEKOLAH DASAR NEGERI DI WILAYAH PERKOTAAN KABUPATEN BADUNG - ., Ni Made Sriadnyani; ., Drs. Ida Bagus Surya Manuaba,S.Pd., M.Fo; ., Drs. Made Putra, M.Pd (MIMBAR PGSD Undiksha, 2015)
Penelitian ini bertujuan untuk mendeskripsikan efektivitas implementasi kurikulum 2013 pada sekolah dasar negeri di wilayah perkotaan Kabupaten Badung ditinjau dari konteks, input, proses, dan produk. Penelitian ini termasuk jenis penelitian evaluatif dengan mengadopsi model evaluasi CIPP. Variabel konteks, input, proses dan produk diukur dengan instrumen berupa kuesioner. Sampel penelitian berjumlah 11 orang Kepala Sekolah, 21 orang guru kelas I, dan 23 orang guru kelas IV. Data yang berupa skor variabel konteks, input, proses, dan produk dianalisis dengan mengubah skor tersebut ke T-skor yang dikonversikan kedalam kuadran Glickman. Hasil penelitian menunjukkan (1) implementasi kurikulum 2013 adalah efektif (65,45%) kurang efektif (34,54%) ditinjau dari konteks, (2) implementasi kurikulum 2013 adalah efektif (61,18%) kurang efektif (38,18%) ditinjau dari input, (3) implementasi kurikulum 2013 adalah efektif (36,36%) kurang efektif (63,63%) ditinjau dari proses, (4) implementasi kurikulum 2013 adalah efektif (40%) kurang efektif (60%) ditinjau dari produk. Berdasarkan hasil penelitian, dapat disimpulkan bahwa implementasi kurikulum 2013 ditinjau dari CIPP pada sekolah dasar negeri di wilayah perkotaan kabupaten badung kurang efektif.Kata Kunci : studi evaluasi, model CIPP, implementasi kurikulum 2013. This research purpose is to describe the effectiveness of the implementation of the 2013 curriculum at public elementary school in urban area of Badung regency in terms of context, input, process, and product. This research is an evaluation research that adopted CIPP evaluation model. The context, input, process, and product variable was measured with questionnaire. The samples were consisted of 11 school principals, 21 teachers of 1st grade class and 23 teachers of 4th grade class. The data in the form of scores for context, input, process and product variables were analysed by converting them into T-scores and Glickman quadrant. The results showed (1) the implementation of 2013 curriculum was effective (65,45%) less effective (34,55%) observed from the context, (2) the implementation of 2013 curriculum was effective (61,82%) less effective (38,18%) observed from the input, (3) the implementation of 2013 curriculum was effective (36,36%) less effective (63,64%) observed from the process, (4) the implementation of 2013 curriculum was effective (40%) less effective (60%) observed from the product. Based on the research results, it can be concluded that the implementation of 2013 curriculum observed from the CIPP based on elementary schools in urban area of Badung regency is less effective.keyword : evaluative study, CIPP model, implementation of 2013 curriculum.