Journal of Education, Teaching, and Learning
Volume 10 Number 2, 2025 Special Issue. Page 46-52
p-ISSN: 2477-5924 e-ISSN: 2477-8478

Journal of Education, Teaching, and Learning is licensed under
A Creative Commons Attribution-Non Commercial 4.0 International License.

Evaluation of the Implementation of the Independent
Curriculum Using the CIPP Model
Armizal Yanriko1), Waskito Waskito2), Arwizet Karudin3), M. Giatman4)
1) Universitas Negeri Padang, Padang, Indonesia

E-mail: armizal74149@gmail.com
Universitas Negeri Padang, Padang, Indonesia
E-mail: waskito@ft.unp.ac.id
3) Universitas Negeri Padang, Padang, Indonesia
E-mail: arwizet@ft.unp.ac.id
4) Universitas Negeri Padang, Padang, Indonesia
E-mail: giatman@ft.unp.ac.idd

 2)

 Correspondence Author
Keywords: Merdeka Curriculum; CIPP
Model; Welding Engineering Curriculum
Implementation; Vocational Education
© Copyright: 2025. Authors retain
copyright and grant the JETL (Journal of
Education, Teaching and Learning) right
of first publication with the work
simultaneously licensed under a Creative
Commons Attribution License

Abstract
The implementation of the Merdeka Curriculum in vocational schools
requires systematic evaluation to ensure its effectiveness and relevance
to industry needs. This study aimed to evaluate the implementation of
the Merdeka Curriculum in the Welding Engineering Department of
SMK Negeri 1 Bengkalis using the CIPP (Context, Input, Process,
Product) evaluation model. A quantitative descriptive method was
employed, involving teachers, students, and stakeholders as
respondents. The context evaluation showed that curriculum goals were
highly relevant and aligned with welding industry demands (85%, Very
Good). Input evaluation indicated adequate teacher competence and
learning materials, but limited infrastructure support (68%, Fair). The
process evaluation revealed effective application of project-based
learning, with high student engagement and active participation.
Product evaluation showed that students achieved strong learning
outcomes and welding competencies, and expressed general satisfaction
with the curriculum. Overall, the results suggest that the Merdeka
Curriculum is suitable for vocational education and supports studentcentered learning. However, improvements in infrastructure and
supervision are needed to strengthen the implementation. This study
highlights the importance of ongoing curriculum evaluation to ensure
alignment with industry expectations and the successful development of
student competencies.

INTRODUCTION
Vocational education plays a crucial role in preparing skilled human resources who are ready
to meet the demands of the industrial world. In Indonesia, the government has introduced the
Merdeka Curriculum (Independent Curriculum) as a strategic reform to promote flexibility, studentcentered learning, and stronger connections between education and industry (Dwi, Haryono, and
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Journal of Education, Teaching, and Learning
Volume 10 Number 2, 2025 Special Issue. Page 46-52
p-ISSN: 2477-5924 e-ISSN: 2477-8478
Florentinus 2018; Keskin 2020). This curriculum emphasizes competence development, creativity,
and contextual learning through project-based approaches, particularly in vocational schools such as
SMK (Sekolah Menengah Kejuruan). In the Welding Engineering Department, aligning curriculum
content with industry standards is vital to ensure that students acquire both theoretical knowledge
and hands-on skills (Munawaroh and Kurniawati 2022).
Recent studies have explored the implementation of the Merdeka Curriculum across general
education and some vocational contexts, highlighting its potential to transform conventional
teaching approaches. Research by Aslan and Uygun (2019); Ebtesam and Foster (2019) pointed out
positive impacts on student motivation and autonomy. However, most existing research focuses on
early implementation phases or general classroom strategies, with limited attention given to
systematic curriculum evaluation models that can assess implementation quality in technical
departments such as welding. This reveals a need for a more structured assessment approach to
understand how the curriculum functions in specific vocational contexts (Sibuea et al. 2023).
One proven evaluation model for assessing educational programs is the CIPP model Context,
Input, Process, Product developed by Stufflebeam. This model provides a comprehensive
framework for evaluating not only outcomes but also the conditions and processes leading to those
outcomes (Asdi and Saputra 2025; Rasid, Mukhibat, and Daryono 2024). While CIPP has been
widely used in evaluating educational programs internationally, its application in evaluating the
Merdeka Curriculum in Indonesian vocational schools remains limited. There is a gap in empirical
studies that apply this model to measure the curriculum’s alignment with industry requirements and
its effectiveness in supporting vocational learning.
This study offers a novel contribution by applying the CIPP model to evaluate the
implementation of the Merdeka Curriculum specifically in the Welding Engineering Department at
SMK Negeri 1 Bengkalis. Unlike previous research that only assesses learning activities or student
responses, this study provides a holistic analysis of curriculum implementation across all four
components of the CIPP model. By doing so, it offers valuable insights into the curriculum's
relevance, supporting resources, instructional processes, and student learning outcomes (Musolin,
Fauzi, and Muflihin 2023; Wiyono et al. 2025).
Therefore, the objective of this research is to evaluate the implementation of the Merdeka
Curriculum in the Welding Engineering Department using the CIPP model. The evaluation focuses
on how well the curriculum aligns with industry needs, the adequacy of available inputs, the quality
of the implementation process, and the effectiveness of its outcomes (Al-Shanawani 2019; Yusuf
2025). The findings are expected to inform future curriculum improvements and support more
effective vocational education strategies in Indonesia.
METHODS
This study employed a quantitative descriptive research design to evaluate the implementation
of the Merdeka Curriculum in the Welding Engineering Department at SMK Negeri 1 Bengkalis.
The CIPP (Context, Input, Process, Product) evaluation model developed by Stufflebeam was used
as the analytical framework. This model allows for a comprehensive evaluation by examining the
relevance of curriculum goals (context), the adequacy of resources and support systems (input), the
quality of instructional implementation (process), and the effectiveness of learning outcomes
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p-ISSN: 2477-5924 e-ISSN: 2477-8478
(product). Data were collected through structured questionnaires distributed to teachers, students,
and curriculum implementers within the department.
The data collection instrument consisted of Likert-scale items measuring key indicators within
each CIPP component. The indicators were developed based on curriculum guidelines and previous
studies on vocational education evaluation. The collected data were analyzed using descriptive
statistics to determine the average percentage scores and categorize the results into qualitative
categories such as "Very Good," "Good," "Fair," or "Needs Improvement." Each result was then
interpreted in relation to the success and challenges of the curriculum implementation. This method
ensured that the evaluation captured both quantitative trends and practical insights that could guide
future improvements.
RESULT AND DISCUSSION
The evaluation of the Merdeka Curriculum implementation in the Welding Engineering
Department of SMK Negeri 1 Bengkalis was conducted using the CIPP model, encompassing four
key components: context, input, process, and product. Data were collected from various
stakeholders, including teachers and students, to assess the effectiveness and relevance of the
curriculum. Each component was analyzed based on specific indicators to determine the strengths
and areas for improvement in the curriculum's implementation. The results are presented in a series
of tables, each followed by an explanation to provide a clearer understanding of how the Merdeka
Curriculum performs in real educational settings. Overall, the findings reflect a generally positive
implementation, with certain elements needing further enhancement to ensure long-term success
and alignment with vocational education goals.
Table 1. Context Evaluation Results
Indicator
Score Category Percentage (%)
Relevance of curriculum objectives Very Good
88%

Interpretation
Highly aligned with
needs
Well-defined
Strong relevance

Clarity of curriculum goals
Good
82%
Alignment with welding industry
Very Good
90%
demands
Stakeholder needs identification
Good
80%
Adequate
The context evaluation shows that the Merdeka Curriculum implemented in the Welding
Engineering Department is highly relevant to industry needs and educational goals. With an average
score in the "Very Good" category (85%), the curriculum objectives are clear, appropriate, and well
aligned with stakeholders’ expectations, particularly with the demands of the welding industry. This
alignment indicates a strong foundation for curriculum implementation.
Table 2. Input Evaluation Results
Indicator
Score Category
Percentage (%)
Availability of teaching materials Good
78%
Teacher competence and
Very Good
86%
readiness
Facility and infrastructure support Fair
68%
Curriculum socialization
Good
80%

Interpretation
Sufficient
Highly competent
Needs improvement
Adequate dissemination

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Volume 10 Number 2, 2025 Special Issue. Page 46-52
p-ISSN: 2477-5924 e-ISSN: 2477-8478
The input evaluation reveals that while teachers are generally well-prepared and instructional
materials are adequately provided, the availability of supporting facilities remains an area requiring
improvement. The infrastructure scored only 68%, falling under the “Fair” category. Effective
curriculum socialization was evident, but more structured dissemination efforts are recommended to
ensure comprehensive stakeholder understanding.
Table 3. Process Evaluation Results
Indicator
Score Category Percentage (%)
Interpretation
Learning implementation
Good
82%
Well-executed
Use of project-based learning (PBL) Very Good
89%
Effectively implemented
Supervision and mentoring
Good
79%
Satisfactory
Student engagement and participation Very Good
85%
Highly active
Process evaluation indicates that the implementation phase is being carried out effectively.
Project-based learning, a hallmark of the Merdeka Curriculum, is well-integrated with high levels of
student involvement. Despite the overall success, there is still room to improve consistency in
supervision and mentoring, as well as deeper integration across different learning modalities.
Table 4. Product Evaluation Results
Indicator
Score
Percentage
Category
(%)
Achievement of learning outcomes
Very Good
87%
Graduate competence in welding
Very Good
90%
practices
Student creativity and innovation
Good
81%

Interpretation

Exceeds expectations
Professionally
competent
Encouraging
development
Student satisfaction toward curriculum Good
83%
Generally satisfied
The product evaluation affirms that the Merdeka Curriculum has yielded positive outcomes.
Students have achieved high competency levels in both academic and practical aspects, particularly
in welding techniques. Moreover, students demonstrate growing creativity and innovation. While
satisfaction is generally positive, further personalization and flexibility within the curriculum could
enhance student experience and ownership of learning.
Discussion
The evaluation of the Merdeka Curriculum implementation using the CIPP model in the
Welding Engineering Department at SMK Negeri 1 Bengkalis shows that the curriculum is
contextually relevant to industry needs. The curriculum goals are well aligned with the
competencies required in the welding sector, ensuring that students are being prepared for realworld demands. Stakeholders, including teachers and industry partners, affirm the clarity and
significance of the curriculum objectives (Setiadi 2024; Tika et al. 2022). This alignment suggests
that the curriculum was designed with a strong understanding of the local and global job market,
making it responsive to vocational education demands (Dizon 2023; Muliani, Yadnyawati, and
Indiani 2024).
From the input perspective, the research highlights the adequate readiness of educators and
the availability of learning materials (Kiong et al. 2024; Safitri and Rokhimawan 2024). The
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p-ISSN: 2477-5924 e-ISSN: 2477-8478
teachers demonstrated strong competence and showed enthusiasm for applying the new curriculum
model. However, there are notable limitations in the availability and quality of workshop
infrastructure, which could hinder the maximum execution of practical learning activities. While
curriculum dissemination efforts were considered satisfactory, improving internal communication
and increasing stakeholder involvement during early implementation stages can help create a more
unified understanding of the curriculum framework (Hutahaean, Telaumbanua, and Tamba 2022;
Mulyadi et al. 2024).
Process evaluation showed that the learning implementation aligns well with the intended
principles of the Merdeka Curriculum. Project-based learning (PBL) is effectively applied and
contributes significantly to enhancing student engagement and motivation. The increased
participation and activeness of students indicate a shift toward learner-centered approaches, which
is a core goal of the curriculum. Nevertheless, periodic mentoring and formative supervision must
be strengthened to ensure continuous improvement and to accommodate students who require more
support in adapting to independent and collaborative learning environments (Dianto,
Hamengkubuwono, and Fathurrochman 2024; Wahidah et al. 2023).
In terms of outcomes, the product evaluation reveals that the curriculum has produced
promising results. Students achieved strong competencies in both theoretical and practical aspects
of welding, indicating that the curriculum objectives have been successfully met. Creativity and
innovation are also beginning to emerge among students, supported by flexible learning activities.
The level of student satisfaction is encouraging, though feedback suggests a need for more adaptive
learning pathways and differentiated instruction. These findings underscore the importance of
ongoing evaluation and refinement to sustain and enhance the success of the Merdeka Curriculum
in vocational schools (Khairi et al. 2023; Nurrahman et al. 2023).
CONCLUSIONS
Based on the results of the evaluation using the CIPP model, it can be concluded that the
implementation of the Merdeka Curriculum in the Welding Engineering Department at SMK Negeri
1 Bengkalis is generally effective and well-aligned with vocational education goals. The curriculum
demonstrates strong contextual relevance to industry needs, is supported by competent teaching
staff and adequate materials, and is implemented through engaging, student-centered learning
processes. However, some areas, such as infrastructure and supervision, require improvement to
optimize learning outcomes. This evaluation provides valuable insights for school administrators
and policymakers to enhance the quality and effectiveness of curriculum implementation in
vocational education settings.
CONFLICTS OF INTEREST STATEMENT
Regarding this study, the author declares that there is no conflict of interest.
AUTHOR CONTRIBUTIONS
Study concept and design: Armizal Yanriko. Acquisition of data: Waskito Waskito. Analysis
and interpretation of data: Arwizet Karudin. Drafting the manuscript: Armizal Yanriko. Critical
revision of the manuscript for important intellectual content: M. Giatman. Statistical analysis:
Armizal Yanriko.
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