Evaluasi implementasi kurikulum 2013 - Dwi Ariani Astuti; Samsi Haryanto; Yuli Prihatni (Universitas Sarjanawiyata Tamansiswa, 2018)
Penelitian ini bertujuan mengevaluasi: (a) perencanaan pembelajaran, (b) pelaksanaan pembelajaran, (c) penilaian dan (d) faktor pendukung dan penghambat implementasi Kurikulum 2013 di SMA N 9 Yogyakarta. Penelitian ini menggunakan evaluasi CIPP dari Stufflebeam difokuskan evaluasi proses. Subyek penelitian adalah warga SMA N 9 Yogyakarta, obyek penelitian aktivitas pembelajaran Kurikulum 2013. Teknik pengumpulan data: dokumentasi, observasi, dan wawancara. Teknik analisis data adalah kualitatif komparasi. Kesimpulan: (a) Perencanaan pembelajaran sudah sesuai dengan pedoman, pencapaian penyusunan silabus tertinggi 100%, pencapaian penyusunan RPP tertinggi 96.62, (b) Pelaksanaan pembelajaran sudah sesuai dengan pedoman, ketercapaian tertinggi 91.29%, (c) Pelaksanaan penilaian sudah sesuai dengan pedoman, namun terkendala pada penilaian sikap, (d) Faktor pendukung adalah semua guru sudah mendapat pelatihan, dukungan sarana dan prasarana, input siswa tinggi, keaktifan guru dalam MGMP, dan peran orangtua. Faktor penghambat: belum adanya pemahaman tentang implementasi Kurikulum 2013 secara menyeluruh, perlunya pemahaman model pembelajaran, penilaian, soal HOTS, dan penggunaan IT.The evaluation curriculum 2013 implementationÂ This study aims to evaluate the: (a) planning, (b) action, (c) assessment and (d) supporting and inhibiting of the implementation of Curriculum 2013 in SMA N 9 Yogyakarta. This study was an evaluation study of CIPP evaluation model from Stufflebeam that was focused on process evaluation. The research subject was the learning activity by using Curriculum 2013 with research object was the students of SMA N 9 Yogyakarta. Data collection techniques used documentation, observation, and interview. Data analysis technique used qualitative with a comparative method. Conclution: (a) the learning planning had been accordance with the guidance with the highest achievement 100%, the achievement of composition with the highest lesson plan component 96.62%, (b) Implementation of learning had been accordance with the guidelines, the highest achievement 91.29%, (c) Implementation of the assessment had been accordance with the guidance, but there were still obstacles of attitude assessment, (d) The supporting factors were all teachers had gotten the practices, facilities and infrastructure support, high student input, activeness in the MGMP, and the role of parents. The inhibiting factors are the comprehension of the comprehensive implementation of Curriculum 2013, the understanding of learning models, assessment, HOTS questions, and the ability to use IT