A CIPP-based evaluation of critical thinking in science: Implementation of the Merdeka curriculum in Mataram public junior high schools

Nabilah Nabilah; Slamet Suyanto; Nabilah Nabilah; Slamet Suyanto

doi:10.3934/steme.2025028

STEM Education

2025, Volume 5, Issue 4: 587-616. doi: 10.3934/steme.2025028

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Research article

A CIPP-based evaluation of critical thinking in science: Implementation of the Merdeka curriculum in Mataram public junior high schools

Nabilah Nabilah ^,,
Slamet Suyanto

Department of Educational Research and Evaluation, Yogyakarta State University, Karang Malang, Caturtunggal, Yogyakarta Special Region, Indonesia; nabilah0011pasca.2022@student.uny.ac.id, slamet_suyanto@uny.ac.id

Received: 20 December 2024 Revised: 07 May 2025 Accepted: 20 May 2025 Published: 10 June 2025

This study evaluates the efficacy of the Merdeka Curriculum in promoting critical thinking within junior high school science teaching through the CIPP (Context, Input, Process, Product) evaluation framework. A mixed-methods approach utilizing a convergent parallel design was implemented, including 438 students and 26 science teachers from seven public junior high schools in Mataram. The data collection comprised standardized critical thinking assessments, semi-structured interviews, classroom observations, and document analysis.
This study finds that teachers demonstrate moderate proficiency in understanding critical thinking objectives (55.77%), yet they encounter challenges in translating these objectives into effective classroom practices. The classroom approach efficiently combines scientific procedures (69.23%), although it lacks structured discussions and inquiry-based learning, constraining students' capacity to cultivate reasoning abilities. Assessments of students indicate inadequate proficiency in reflective thinking and argument evaluation (55.79%), underscoring challenges in assessing assumptions and reasoning frameworks.
This research addresses a critical gap in understanding how curriculum implementation influences students' critical thinking development. However, the study has limitations. Future studies should consider using experimental or quasi-experimental designs, such as randomized controlled trials, to evaluate the effectiveness of specific curriculum strategies, like structured discussions or technology-integrated scaffolding. The results underscore the necessity for specialized teacher training, enhanced resource distribution, and organized assessment frameworks to maximize curriculum execution. These insights facilitate curriculum enhancement and guide policy decisions to reinforce science education in Indonesia.
- CIPP model,
- evaluation,
- critical thinking,
- science,
- junior high school,
- students,
- teachers
Citation: Nabilah Nabilah, Slamet Suyanto. A CIPP-based evaluation of critical thinking in science: Implementation of the Merdeka curriculum in Mataram public junior high schools[J]. STEM Education, 2025, 5(4): 587-616. doi: 10.3934/steme.2025028

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Abstract

This study evaluates the efficacy of the Merdeka Curriculum in promoting critical thinking within junior high school science teaching through the CIPP (Context, Input, Process, Product) evaluation framework. A mixed-methods approach utilizing a convergent parallel design was implemented, including 438 students and 26 science teachers from seven public junior high schools in Mataram. The data collection comprised standardized critical thinking assessments, semi-structured interviews, classroom observations, and document analysis.

This study finds that teachers demonstrate moderate proficiency in understanding critical thinking objectives (55.77%), yet they encounter challenges in translating these objectives into effective classroom practices. The classroom approach efficiently combines scientific procedures (69.23%), although it lacks structured discussions and inquiry-based learning, constraining students' capacity to cultivate reasoning abilities. Assessments of students indicate inadequate proficiency in reflective thinking and argument evaluation (55.79%), underscoring challenges in assessing assumptions and reasoning frameworks.

This research addresses a critical gap in understanding how curriculum implementation influences students' critical thinking development. However, the study has limitations. Future studies should consider using experimental or quasi-experimental designs, such as randomized controlled trials, to evaluate the effectiveness of specific curriculum strategies, like structured discussions or technology-integrated scaffolding. The results underscore the necessity for specialized teacher training, enhanced resource distribution, and organized assessment frameworks to maximize curriculum execution. These insights facilitate curriculum enhancement and guide policy decisions to reinforce science education in Indonesia.

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Author's biography M.Ed. Nabilah Nabilah is a master's graduate in educational research and evaluation with a concentration in policy research and evaluation from Universitas Negeri Yogyakarta, Indonesia. Her research interests include education, science education, and educational program evaluation; Prof. Dr. Slamet Suyanto, M.Ed is a professor in the educational research and evaluation program at Universitas Negeri Yogyakarta, Indonesia. His research interests include science education, learning, curriculum, and biology education. He has extensive experience in various aspects of science education and educational research, and is actively engaged in conducting research and publishing scholarly work in the field of education

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