Evaluasi Implementasi Kebijakan Kurikulum Coding dalam Kurikulum Merdeka di Sekolah Dasar

Abstract

This study aims to evaluate the implementation of the coding curriculum policy within the framework of the Merdeka Curriculum in primary schools in Probolinggo Regency, with an in-depth case study at SDN Kedungdalem 2, an A-accredited Sekolah Penggerak (School Driving Program) school. A qualitative research approach employing the CIPP (Context, Input, Process, Product) evaluation model was adopted to holistically analyze the dynamics of policy implementation. Data were collected through in-depth interviews with 15 participants, including teachers, the principal, school supervisors, and regional coordinators; participant observations conducted across 10 learning sessions; and curriculum document analysis. The findings reveal that teachers’ conceptual understanding of the policy remains diverse, with the majority (80%) perceiving coding primarily as a technical activity for creating games rather than as a means of developing computational thinking skills. The input evaluation identified significant gaps in technological infrastructure readiness and teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies. Nevertheless, SDN Kedungdalem 2 demonstrated a stronger implementation profile due to the support provided through the Sekolah Penggerak program. The implementation process has been carried out through interdisciplinary integration and project-based learning, although substantial challenges remain regarding time allocation and authentic assessment systems. The most notable positive impacts were observed in increased student motivation and engagement, as well as enhanced teacher capacity through continuous learning. This case study demonstrates that systemic support through sustained mentoring, targeted budget allocation, and effective instructional leadership is a critical determinant of successful implementation. The study recommends the development of an inclusive digital education roadmap, TPACK-based continuous professional development programs, and authentic assessment systems designed to measure computational thinking skills. These findings make an important contribution to the development of responsive and socially equitable education policies that address the demands of the digital era.