This study aims to evaluate the implementation of Physical Education, Sports, and Health (PJOK) learning within the Merdeka Curriculum framework in public senior high schools in Sleman Regency. The evaluation was conducted using the CIPP model (Context, Input, Process, Product) to assess program quality comprehensively. The research employed a descriptive quantitative approach with survey methods involving PJOK teachers and school management teams. Data collection instruments included validated questionnaires based on CIPP model indicators. Descriptive statistics were applied to analyze the data. The evaluation revealed that the overall implementation of PJOK learning was categorized as good, with a mean score of 3.20. Context evaluation reached a very good category (M = 3.46), indicating strong alignment between schools' vision, mission, and curriculum operational plans with the Merdeka Curriculum. Input evaluation (M = 3.15) showed adequate teacher qualifications and leadership, although improvements were needed in infrastructure and parental involvement. The learning process (M = 2.92) proceeded effectively, yet assessment practices required enhancement. Product evaluation (M = 3.28) confirmed that learning outcomes achieved expected targets in physical fitness, skills, and cognitive performance. The findings confirm that PJOK learning under the Merdeka Curriculum has been implemented well in Sleman Regency public senior high schools, although improvements in learning assessment and infrastructure remain essential. The study supports the application of the CIPP model for systematic program evaluation and recommends continuous professional development for PJOK teachers to optimize curriculum implementation.
Susila et al. (Thu,) studied this question.