Implementasi Kurikulum Merdeka di MAN 2 Ponorogo: Analisis Fenomenologi Berbasis Model Evaluasi CIPP (Context, Input, Process, Product)

Abstract

The transformation of education through the Independent Curriculum presents complex challenges in its implementation, especially in Islamic educational institutions that have integrative learning characteristics. This study analyzes the implementation of the Independent Curriculum at MAN 2 Ponorogo using a phenomenological approach with the evaluation framework of CIPP (Context, Input, Process, Product). This qualitative study involved 15 informants consisting of principals, vice principals, subject teachers, and students selected through purposive. Data collection was carried out through in-depth interviews, participant observations, and documentation studies during the February-July 2024 period. Data analysis uses thematic analysis techniques with an interpretive phenomenological approach. The findings of the study show that the context of the implementation of the Independent Curriculum at MAN 2 Ponorogo is influenced by the vision of integrating Islamic values with competency-based learning. Implementation inputs include the readiness of varied human resources, adequate infrastructure but the need for technological improvement, and progressive policy support. The implementation process shows gradual adaptation with an emphasis on differential learning and formative assessment, despite facing partial resistance from some educators. The implementation product shows an increase in student creativity and character development, but still requires adjustments in the achievement of certain academic competencies. This research contributes to the understanding of the implementation of the Independent Curriculum in the context of Islamic education and provides strategic recommendations for the development of contextual and sustainable education policies.