EVALUASI KRITIS BUKU AJAR IPS DALAM MENDUKUNG KOMPETENSI ABAD KE-21 DAN PROFIL PELAJAR PANCASILA: ANALISIS ISI PADA IMPLEMENTASI KURIKULUM MERDEKA

Heri Heri (Program Magister Pendidikan Dasar, Pascasarjana Universitas Hamzanwadi)
Badarudin Badarudin (Program Magister Pendidikan Dasar, Pascasarjana Universitas Hamzanwadi)
Furtasih Furtasih (Program Magister Pendidikan Dasar, Pascasarjana Universitas Hamzanwadi)

EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan
Vol. 5 No. 4 (2025)

ABSTRACT The implementation of the Merdeka Curriculum requires Social Studies (IPS) textbooks to provide learning experiences that develop 21st-century competencies and the Pancasila Student Profile. However, textbook content does not always translate these demands into meaningful learning activities, assessments, and authentic student participation in classroom practice. This study aimed to evaluate the extent to which a Grade VIII Social Studies textbook used at SMPN 1 Kempo supports these competencies. A descriptive qualitative approach was employed through textbook content analysis, semi-structured interviews with an IPS teacher, and non-participant classroom observation. The analysis examined critical thinking, creativity, communication, collaboration, the Pancasila Student Profile, student-centered learning, and Higher-Order Thinking Skills (HOTS). Results showed that all indicators were categorized as low, ranging from 33.3% to 45.0%. HOTS obtained the lowest score (33.3%), while communication and student-centered learning reached 45.0%. Classroom observation showed that lecturing dominated 65% of learning time, while 4C activities remained limited. The findings indicate a gap between textbook affordances and curriculum demands, requiring stronger analytical, creative, collaborative, reflective, and HOTS-oriented learning activities. ABSTRAK Implementasi Kurikulum Merdeka menuntut buku ajar IPS menyediakan pengalaman belajar yang mengembangkan kompetensi abad ke-21 dan Profil Pelajar Pancasila. Namun, isi buku belum selalu menerjemahkan tuntutan tersebut ke dalam aktivitas pembelajaran, asesmen, dan keterlibatan peserta didik secara bermakna. Penelitian ini bertujuan mengevaluasi sejauh mana buku ajar IPS kelas VIII yang digunakan di SMPN 1 Kempo mendukung kompetensi tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif melalui analisis isi buku, wawancara semi-terstruktur dengan guru IPS, dan observasi non-partisipatif pembelajaran. Analisis mencakup critical thinking, creativity, communication, collaboration, Profil Pelajar Pancasila, student-centered learning, dan Higher-Order Thinking Skills (HOTS). Hasil menunjukkan seluruh indikator berada pada kategori kurang, dengan persentase 33,3–45,0%. HOTS memperoleh skor terendah (33,3%), sedangkan communication dan student-centered learning mencapai 45,0%. Observasi menunjukkan pembelajaran didominasi ceramah sebesar 65%, sementara aktivitas 4C masih terbatas. Temuan menunjukkan adanya kesenjangan antara affordance buku dan tuntutan kurikulum, sehingga diperlukan penguatan aktivitas analitis, kreatif, kolaboratif, reflektif, serta asesmen berbasis HOTS dan Profil Pelajar Pancasila.