The problems that occur at driving schools in implementing the Kurikulum Merdeka Belajar (KMB) are identified as follows: 1. Limited human resources at driving schools in implementing the KMB. 2. Limited facilities and infrastructure for implementing the KMB. 3. Limited support from parents in implementing the KMB. 4. Awareness has not yet been raised among teachers to implement the KMB. 5. Limited encouragement from the school to improve learning through the KMB. The implementation of KMB, which aims to instill character education in students, has an impact on the implementation of learning carried out by Islamic Religious Education (PAI) teachers. In the context of the curriculum, learning evaluation has the function of finding out whether the goals that have been set have been achieved or not, this becomes feedback for teachers in improving the learning carried out. It is necessary to carry out further research on the implementation of learning evaluations carried out by PAI teachers at KMB to strengthen and increase the effectiveness of its implementation in developing students’ life skills, creativity and character.
Inggris
The problems that occur at driving schools in implementing the Kurikulum Merdeka Belajar (KMB) are identified as follows: 1. Limited human resources at driving schools in implementing the KMB. 2. Limited facilities and infrastructure for implementing the KMB. 3. Limited support from parents in implementing the KMB. 4. Awareness has not yet been raised among teachers to implement the KMB. 5. Limited encouragement from the school to improve learning through the KMB. The implementation of KMB, which aims to instill character education in students, has an impact on the implementation of learning carried out by Islamic Religious Education (PAI) teachers. In the context of the curriculum, learning evaluation has the function of finding out whether the goals that have been set have been achieved or not, this becomes feedback for teachers in improving the learning carried out. The purpose of this study was to analyze the efforts of Islamic Religious Education teachers, obstacles, and supporting factors in implementing KMB learning evaluation in the school initiator program. This research method used a qualitative case study approach at the school initiator in Banten Province. The results showed that 50% of Islamic Religious Education teachers in the school initiator had not implemented PAI learning evaluation in KMB due to a lack of understanding of Islamic Religious Education teachers about KMB and the learning evaluation that must be carried out, no workshops attended by Islamic Religious Education teachers, arrangements for dividing learning time and adjustments to KMB policies. Efforts made by teachers to understand KMB were coordinating with other teachers who had attended workshops on KMB and independent learning through the platform provided by Ministry of Education and Culture and the Ministry of Religion (the PINTAR platform), participating in online training independently and watching youtube videos related to KMB policies. It is necessary to carry out further research on the implementation of learning evaluations carried out by PAI teachers at KMB to strengthen and increase the effectiveness of its implementation in developing students’ life skills, creativity and character.
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