Evaluation of The Science Project Learning Program Through the Countenance Stake Model at SMKN 2 Kendari

Abstract

This study was motivated by the implementation of the Merdeka Curriculum in the Natural and Social Sciences Project (Projek IPAS) subject at vocational high schools, which emphasizes project-based, contextual, and industry-relevant learning. Program evaluation is necessary to assess the effectiveness of Projek IPAS implementation in achieving learning objectives and strengthening the Profile of Pancasila Students. The purpose of this study was to evaluate the implementation of Projek IPAS learning for tenth-grade students at SMKN 2 Kendari using the Countenance Stake evaluation model, which consists of antecedent, transaction, and outcomes components. This research employed an evaluative approach with a descriptive qualitative method. Data were collected through observations, interviews, documentation, and questionnaires, and analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that the antecedent stage, including curriculum design, teaching modules, teacher competence, student characteristics, and learning facilities, was categorized as good. However, several challenges were identified, including limited laboratory facilities, the need for improved development of Learning Objective Flow (ATP), and insufficient involvement of business and industrial partners. At the transaction stage, Projek IPAS learning was implemented effectively through Project-Based Learning strategies, the utilization of various instructional media, and active student participation. At the outcomes stage, students demonstrated excellent learning achievement with an average score of 85, exceeding the Minimum Learning Achievement Criteria (KKTP) of 78. The study concludes that the implementation of Projek IPAS learning at SMKN 2 Kendari has been effective and aligned with the principles of the Merdeka Curriculum. Nevertheless, improvements are needed in learning facilities, teacher capacity development in instructional planning, and collaboration with business and industry sectors to enhance the relevance and quality of Projek IPAS learning in vocational education.