Evaluation of the Independent Curriculum for Science Education at MTsN 2 Kediri: Ecology and Biodiversity Material Using the Illuminative Model

Abstract

Science education at the Madrasah Tsanawiyah level plays an important role in shaping students' understanding of nature and the environment, with an emphasis on providing direct experiences. However, the lack of enthusiasm among students for science education requires teachers to use interesting evaluation methods and approaches. This study aims to evaluate the implementation of the Merdeka Curriculum on Ecology and Biodiversity material in class VII MTsN 2 Kediri using an Illuminative Evaluation Model that focuses on a deep understanding of the interaction of various components in the learning context. The approach used was qualitative, with data collection techniques through classroom observation, interviews with teachers and students, and analysis of learning documents. The results showed that despite obstacles in implementing the teaching module due to dependence on Student Worksheets (LKS), teachers demonstrated innovation by integrating game-based learning methods into lecture and discussion strategies. This implementation made learning more interactive, increased student engagement, and developed critical and collaborative thinking skills.

Science education at the Madrasah Tsanawiyah level plays an important role in shaping students' understanding of nature and the environment, with an emphasis on providing direct experiences. However, the lack of enthusiasm among students for science education requires teachers to use interesting evaluation methods and approaches. This study aims to evaluate the implementation of the Merdeka Curriculum on Ecology and Biodiversity material in class VII MTsN 2 Kediri using an Illuminative Evaluation Model that focuses on a deep understanding of the interaction of various components in the learning context. The approach used was qualitative, with data collection techniques through classroom observation, interviews with teachers and students, and analysis of learning documents. The results showed that despite obstacles in implementing the teaching module due to dependence on Student Worksheets (LKS), teachers demonstrated innovation by integrating game-based learning methods into lecture and discussion strategies. This implementation made learning more interactive, increased student engagement, and developed critical and collaborative thinking skills.