Evaluasi Pembelajaran Deep Learning pada Kurikulum Merdeka di SD Negeri 3 Limbangan Kabupaten Kendal

Abstract

This study was motivated by the uneven implementation of deep learning in the Merdeka Curriculum at SD Negeri 3 Limbangan. The research problems include differences in teacher readiness, limited facilities and infrastructure, and the uneven implementation of deep learning across grade levels. This study aims to evaluate the implementation of deep learning based on the Context, Input, Process, and Product (CIPP) aspects.This study employed a descriptive qualitative approach involving the principal, teachers, and students as research subjects. Data were collected through interviews, observations, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of deep learning was aligned with the direction of the Merdeka Curriculum but was still being implemented gradually. The implementation was more evident in Grades I, II, and III, while Grades IV and V still faced challenges related to teacher adaptation, and Grade VI focused on strengthening learning materials and preparing for the TKA. Facilities and infrastructure remained limited, with some facilities and teaching aids damaged. The implementation of deep learning in Grades I, II, and III had a positive impact on students' activity, motivation, conceptual understanding, and engagement.Based on the findings, it is recommended that the school strengthen teacher mentoring and training, improve and optimize facilities and infrastructure, and gradually expand the implementation of deep learning across all grade levels according to teacher readiness and school conditions.