Evaluation Of The Implementation Of The Independent Learning Curriculum Policy In Remote Areas (Study At Junior High School 13 Seluma Regency)

Abstract

This study aims to find out the Evaluation of the Implementation of the Independent Learning Curriculum Policy in Remote Areas (Study at State Junior High School 13 Seluma Regency) The method used in this study is descriptive qualitative research. Furthermore, data collection techniques are carried out by means of interviews, observations, and collaborations. After obtaining the results of the research, it is analyzed by means of data reduction, data presentation, and conclusion drawn. The informants in this study are 7 people, 3 key informants and 4 main informants. 1) Effectiveness: The implementation of the Independent Curriculum at SMP Negeri 13 Seluma has been quite effective. The learning plan has been prepared based on learning outcomes, ATP, and teaching modules. However, there are still obstacles to the difference in students' abilities and limited learning readiness in remote areas. 2) Efficiency: In terms of efficiency, time management and the use of learning resources have been implemented quite well through scheduling arrangements, curriculum structure, and learning supervision. Teachers have taken advantage of various learning media. However, efficiency is not optimal due to the limitations of infrastructure and digital media facilities and the need for additional time for project-based learning. 3) Adequateness: The materials, learning activities, and evaluation system implemented are considered adequate in supporting the achievement of the learning objectives of the Independent Curriculum. The material has been prepared based on learning outcome mapping and adjusted to the condition of students. 4) Equity: The principle of equity in learning has been pursued through the application of student-centered learning and the implementation of differentiated learning. Teachers provide students with equal opportunities to participate in learning. 5) Responsiveness: The implementation of the Independent Curriculum shows a good level of responsiveness. Schools and teachers make learning adjustments based on the results of assessment, supervision, and reflection. Follow-up is carried out through remedial, enrichment, revision of teaching modules, and improvement of teaching strategies. Coordination between school principals, curriculum leaders, and teachers supports the process of continuous improvement. 6) Accuracy: Implementation of the Independent Curriculum From the aspect of conformity with the needs of students, the implementation of learning has led to the principles of differentiation and flexibility.