EVALUATING THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN CHARACTER EDUCATION USING THE GOAL-FREE EVALUATION MODEL

Abstract

This study aims to analyze the implementation of the character education program within the Merdeka Curriculum ecosystem at SDN 2 Kalinanas, Wonosamodro, Boyolali, using the Goal-Free Evaluation (GFE) approach. The main focus is to describe operational integration, identify the full spectrum of actual impacts on students, and conduct a formative evaluation of strengths, weaknesses, and obstacles. A qualitative descriptive-analytical approach was employed through in-depth interviews, observations, and documentary studies. Data validity was maintained using source and technique triangulation alongside peer discussions. The findings reveal that character education successfully transformed the school culture through internalized religious routines, activity-based learning, and the redefined role of teachers as facilitators. The goal-free evaluation captured comprehensive outcomes: (1) Intended positive impacts aligned with the six dimensions of the Pancasila Student Profile; (2) Unintended positive side effects, including elevated learning motivation, self-confidence, social communication skills, closer teacher-student emotional bonds, and innovative teaching methods; (3) Unintended negative side effects, such as reduced classroom concentration due to excessive flexibility, a widening achievement gap, and student anxiety over complex tasks. Primary weaknesses and obstacles stem from inefficient time management during project execution, heavy administrative workloads for teachers, slow adaptation of educator competencies, and limited physical school facilities.