Evaluation of IPAS Learning Using the CIPP Model in Public Elementary Schools in Banguntapan District
Keywords:
learning evaluation, IPAS, CIPP model, elementary schoolAbstract
IPAS learning in the Independent Curriculum integrates natural and social sciences and is expected to connect scientific and social phenomena with students’ everyday lives. However, its implementation still faces differences in school facilities, teacher readiness, learning planning, and classroom practice. This study evaluated IPAS learning using the Context, Input, Process, and Product (CIPP) model at public elementary schools in Banguntapan District. Methods: This evaluation research used a descriptive quantitative approach and involved four public elementary schools selected through purposive-random sampling. Data were collected through observation, questionnaires, and document analysis and were analyzed using percentage analysis. Results: The context component obtained 87%, the input component 88.9%, and the process component 84.8%, all classified as very good. The product component showed an average student learning score of 83.4, while the overall learning mastery reached 92.1%. The findings indicate that facilities and infrastructure remained the main aspect requiring improvement, while classroom learning still needed stronger student-centered practices. Conclusions: Overall, IPAS learning was categorized as very good based on the CIPP evaluation. Nevertheless, improvement in supporting facilities, learning-plan completeness, and student-centered classroom practices is still needed.
References
Abdurrohman, M. C. (2022). Perencanaan kurikulum pendidikan Islam. 6(1), 11–28.
Agustina, D., Nurjannah, A., Harahap, A., Lestari, V., & Hafizhah, Z. (2022). Konstruksi pemahaman pentingnya sarana prasarana di sekolah. 6(1), 1352–1359.
Andreani, D., & Gunansyah, G. (2023). Persepsi guru tentang IPAS pada Kurikulum Merdeka. JPGSD, 11(9), 1841–1854.
Ansori, Ahmad, Faizah, N., Fajariah, P., & Saputra, R. (2025). Efektivitas pengelolaan sarana dan prasarana pendidikan dalam meningkatkan kualitas pembelajaran. Al-Ikhtiar: Jurnal Studi Islam, 02(1), 185–200.
Evitasari, A. D., Utaminingtyas, S., & Indahswari, D. A. (2025). Kesiapan guru dalam pelaksanaan pembelajaran IPAS pada Kurikulum Merdeka. Social, Humanities, and Educational Studies, 8(3), 233–241.
Halimah, S. M. N., Rosyidah, R., Ratnasari, Y., & Fakhriyah, F. (2025). Analisis miskonsepsi bahan ajar IPAS Kurikulum Merdeka pada siswa kelas III sekolah dasar. Multidisciplinary Journal of Education, Economic and Culture, 3(1), 46–62. https://doi.org/10.61231/mjeec.v3i1.348
Hidayatullah, M. I., Udayani, N. W. A., Nurhidayati, Isra, M., Rachmawati, R. A., & Sukarso, A. A. (2025). Implementasi pembelajaran IPAS di sekolah dasar: Studi kasus di SD Negeri 1 Giri Tembesi, Lombok Barat. Journal of Classroom Action Research, 7. https://doi.org/10.29303/jcar.v7iSpecialIssue.10914
Kamilia, F. F. S., Wahyudin, D., & Dewi, L. (2023). CIPP evaluation model: E-learning based life skills training. AIP Conference Proceedings, 2679. https://doi.org/10.1063/5.0111265
Karis, Isdaryanti, B., & Isnaeni, W. (2026). Efektivitas evaluasi pembelajaran dalam mengukur capaian kompetensi peserta didik. 12(03), 281–292.
Kemendikbudristek. (2022). Capaian pembelajaran mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) fase A–fase C. Merdeka Mengajar. https://guru.kemdikbud.go.id/kurikulum/referensi-penerapan/capaian-pembelajaran/sd-sma/ilmu-pengetahuan-alam-dan-sosial-ipas/
Mukhdlor, M. F., Syam, A. R., & Syahri, M. A. (2024). Evaluasi Kurikulum Merdeka menggunakan model CIPP di sekolah dasar. Jurnal Penelitian Ilmu Pendidikan Indonesia, 3(2), 316–323. https://doi.org/10.36841/cendekiapendidikan.v3i1.4117
Mutaqin, I., Pattisahusiwa, P., Nurjanah, E., & Widiana, G. T. (2024). Analisis implementasi Kurikulum Merdeka dengan teori model evaluasi CIPP pada mata pelajaran IPAS di Madrasah Ibtidaiyah. 6(2), 22–42.
Qadriah, L., Wicaksono, B. A., Somadiyono, S., & Nindiasari, H. (2022). CIPP model as a mathematics learning evaluation model in elementary school. International Journal of Science and Society, 4(3), 435–444. https://doi.org/10.54783/ijsoc.v4i3.536
Ramadani, A. R., Rohmaniah, H. F. R., Syafitri, D. L. S., Hermawan, C. H., & Mustikawati, A. M. (2025). Perspektif guru tentang rancangan pembelajaran yang berpusat pada siswa (student centered learning). Biologiei Educația, 5(1), 59–68. https://doi.org/10.62734/be.v5i1.406
Ramadhan, W., Prastowo, A., & Nebres, K. J. (2023). Evaluating the implementation of Natural and Social Science learning (IPAS) in the Independent Primary School Curriculum. GENTALA PENDIDIKAN DASAR, 8(1), 118–139.
Rofiah, U. A., & Samporno. (2023). Evaluasi pelaksanaan Kurikulum Merdeka di sekolah dasar: Tinjauan dampaknya terhadap prestasi belajar siswa. TADZKIRAH: Jurnal Pendidikan Dasar, 7, 31–38.
Salsabilla, I. I., Jannah, E., & Juanda. (2023). Analisis modul ajar berbasis Kurikulum Merdeka. Jurnal Literasi dan Pembelajaran Indonesia, 3(1), 33–41.
Saputri, R. D. R., & Pratikno, A. S. (2024). Analisis pengelolaan sarana dan prasarana pendidikan di sekolah dasar. Jurnal Inovasi, Evaluasi, dan Pengembangan Pembelajaran (JIEPP), 4(2), 340–347. https://doi.org/10.54371/jiip.v6i12.3297
Tang, K. H. D. (2023). Student-centered approach in teaching and learning: What does it really mean? Acta Pedagogia Asiana, 2(2), 72–83. https://doi.org/10.53623/apga.v2i2.218
Wedayanthi, L. M. D., Pradnyan, P. B., & Adiwijaya, P. A. (2024). The implementation of CIPP as evaluation model on teaching assistance in SD Bali Bilingual School as the practice of Kurikulum Merdeka. EDUHUMANIORA: Jurnal Pendidikan Dasar, 16(1), 37–44.
Permendikbudristek No. 16 Tahun 2022 tentang Standar Proses Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.
Permendikbudristek No. 22 Tahun 2023 tentang Standar Sarana dan Prasarana pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.
Permendikbud No. 23 Tahun 2016 tentang Standar Penilaian Pendidikan.
