Implementation and Evaluation of Mathematics Learning in the Merdeka Curriculum in Grade 5

Abstract

This research explores implementing and evaluating mathematics learning in face-to-face learning using the independent curriculum at Public Elementary School 1 Sambi, Boyolali, Indonesia. The study aims to describe the implementation of the learning process, evaluation, and obstacles to the mathematics learning process. This type of research is descriptive qualitative; the subjects in this study were a grade 5 teacher and 20 fifth-grade students. Data sources were collected from primary and secondary sources. Data collection is oriented towards observation, interview, and documentation techniques. Data were analyzed through data reduction, presentation, and conclusion drawing, while the validity test used triangulation techniques. The results showed that in implementing the learning process, the teacher applies student-centered learning, uses teaching modules as a teacher's guide, and adjusts the subject matter delivered, which is guided by the profile of Pancasila students. The profile of Pancasila students seen in the learning process includes group discussion activities and presentation of discussion results. The learning evaluation carried out is formative. There are supporting factors for evaluation, which include teacher competence, internal conditions of students, and the availability of learning resources, while inhibiting factors include a lack of student accuracy.