Pengaruh Asesmen Formatif, Peran Guru, dan P5 dalam Kurikulum Merdeka terhadap Hasil Belajar Siswa Kelas X AKL SMKN 1 Kemlagi 

The Effect of Formative Assessment, Teacher's Role, and P5 in the Merdeka Curriculum on the Learning Outcomes of Class X AKL Students at SMKN 1 Kemlagi

Kurikulum di Indonesia mengalami banyak perkembangan seiring dengan berkembangnya kondisi Negara, dan yang terbaru adalah Kurikulum Merdeka. Menurut Kepala BSKAP, terjadi miskonsepsi dari pihak pelaksana yakni guru terkait dengan implementasi Kurikulum Merdeka di sekolah. Hal tersebut juga akan mempengaruhi pelaksanaan dari asesmen formatif dan kegiatan P5. Penelitian ini bertujuan untuk mengetahui pengaruh asesmen formatif, peran guru, dan P5 terhadap hasil belajar siswa. Penelitian ini menggunakan metode kuantitatif-casual research dengan sampel penelitian sebanyak 108 responden yang merupakan siswa kelas X AKL SMKN 1 Kemlagi. Berdasarkan pengujian secara simultan dan parsial ditemukan adanya pengaruh secara signifikan antara asesmen formatif, peran guru, dan P5 terhadap hasil belajar siswa.

The curriculum in Indonesia has undergone many developments along with the development of the country's conditions, and the latest is the Merdeka Curriculum. According to the Head of BSKAP, there was a misconception on the part of the executor, namely the teacher, regarding the implementation of the Merdeka Curriculum in schools. It will also affect the implementation of formative assessments and P5 activities. This study aims to determine the effect of formative assessment, teacher's role, and P5 on student learning outcomes. This study used a quantitative-casual research method with a sample of 108 respondents who were students of class X AKL SMKN 1 Kemlagi. Based on simultaneous and partial testing, it was found that there was a significant influence between formative assessment, teacher's role, and P5 on student learning outcomes.