This study aims to evaluate the implementation of the primary education curriculum at SD Negeri 001 North Sangatta, focusing on identifying problems, underlying factors, impacts, and solution strategies to improve educational quality. The CIPP (Context, Input, Process, Product) evaluation model employed a qualitative descriptive-evaluative approach. Data were collected through interviews, observations, and document analysis involving 15 participants: the principal, teachers, school committee members, and students selected purposively. Data analysis followed the stages of reduction, display, and conclusion drawing outlined by Miles and Huberman, with validity ensured through source and method triangulation. The findings reveal five major issues in curriculum implementation: (1) limited teacher understanding of the 2013 Curriculum and the Independent Curriculum, (2) insufficient infrastructure, particularly digital learning media, (3) wide variation in student abilities that hinder the effectiveness of differentiated instruction, (4) school management practices that remain predominantly administrative, and (5) low parental involvement in supporting learning. These challenges lead to content-oriented classroom practices that are less innovative and not fully responsive to students’ needs. The study recommends five improvement strategies: strengthening teacher capacity, optimising infrastructure, fostering innovative teaching practices, enhancing school management, and increasing parental engagement. Overall, the findings highlight the importance of more potent synergy between national curriculum policy and school-level implementation to advance the quality of primary education.
Prima et al. (Wed,) studied this question.