Evaluasi Pembelajaran Matematika Berpusat Pada Siswa Pada Materi Peluang Dengan Model Context, Input, Process, and Product (CIPP)

Abstract

This study evaluated the implementation of student-centered mathematics learning on probability within Indonesia’s Merdeka Curriculum. A descriptive evaluative design used the Context, Input, Process, and Product (CIPP) model. Participants were 20 Grade 10 students and one mathematics teacher at SMA Negeri 3 Halmahera Timur during the first semester of 2025/2026. Data were collected through teacher observation, student observation, and documentation and converted into percentages of maximum scores. Recalculation of the source records yielded 62.03% for Context (good), 62.50% for Input (good), 80.77% for Process (very good), and 76.00% for Product (good). The Process score combined teacher scores of 25/36 and student scores of 521/640 using maximum-score weighting; the mean across the four CIPP components was 70.33% (good). Student participation in discussion, presentation, and reflection was relatively strong, whereas resource readiness and the traceability of context measurement require improvement. Because the study did not use pretests, posttests, a comparison group, or an independent measure of conceptual mastery, the findings do not establish a causal effect of student-centered learning on achievement. The evaluation supports improving media and learning resources, consistent rubrics, learning-outcome assessment, and repeated observation.