Implementation of the Learning Process Standard at the Elementary School Level: A Qualitative Case Study of Planning, Implementation, and Assessment Practices at SDK Harapan Denpasar
DOI:
https://doi.org/10.59890/ijeps.v4i4.25Keywords:
Learning Process Standard, Inclusive Education, Merdeka Curriculum, Elementary School, Qualitative StudyAbstract
This article examines the implementation of the national learning process standard at SDK Harapan Denpasar, an inclusive private elementary school in Bali. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis, then analysed through an interactive qualitative model. The findings show that learning planning is well aligned with Learning Objectives and Learning Outcomes, integrates Problem-Based Learning, and considers students’ developmental characteristics. Learning implementation follows structured classroom stages, utilizes concrete media and digital technology, and applies differentiated activities for students with special needs despite the absence of a shadow teacher. However, assessment practices remain dominated by summative evaluation, while diagnostic and formative assessments are conducted informally and lack structured documentation. The study concludes that planning and implementation have reflected the principles of the Merdeka Curriculum, but assessment practices need further improvement to strengthen inclusive and differentiated learning.
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