MODEL EVALUASI KURIKULUM PEMBELAJARAN MENDALAM (DEEP LEARNING), KURIKULUM BERBASIS CINTA DAN KURIKULUM MERDEKA DI SEKOLAH DASAR (SD)

Abstract

Curriculum evaluation is needed to examine the alignment of objectives, resource readiness, implementation quality, and learning outcomes. This article discusses curriculum evaluation models for Deep Learning as a learning approach, the Love-Based Curriculum, and the Merdeka Curriculum in elementary schools. The study uses a literature review of relevant policy documents and scholarly articles, particularly publications from 2024 to 2026. The review indicates that the CIPP model (Context, Input, Process, Product) provides a useful overarching framework because it examines school needs and context, teacher and facility readiness, learning processes, and outcomes. The framework should be complemented by specific indicators: conscious, meaningful, and joyful learning experiences for Deep Learning; care, respect for diversity, and ecological awareness for the Love-Based Curriculum; and learning outcomes and formative assessment for the Merdeka Curriculum. Evaluation should be continuous and consider not only academic achievement but also character development, participation, and learners’ needs