A CIPP-based evaluation of critical thinking in science: Implementation of the Merdeka curriculum in Mataram public junior high schools

This study evaluates the efficacy of the Merdeka Curriculum in promoting critical thinking within junior high school science teaching through the CIPP (Context, Input, Process, Product) evaluation framework. A mixed-methods approach utilizing a convergent parallel design was implemented, including 438 students and 26 science teachers from seven public junior high schools in Mataram. The data collection comprised standardized critical thinking assessments, semi-structured interviews, classroom observations, and document analysis.This study finds that teachers demonstrate moderate proficiency in understanding critical thinking objectives (55.77%), yet they encounter challenges in translating these objectives into effective classroom practices. The classroom approach efficiently combines scientific procedures (69.23%), although it lacks structured discussions and inquiry-based learning, constraining students' capacity to cultivate reasoning abilities. Assessments of students indicate inadequate proficiency in reflective thinking and argument evaluation (55.79%), underscoring challenges in assessing assumptions and reasoning frameworks.This research addresses a critical gap in understanding how curriculum implementation influences students' critical thinking development. However, the study has limitations. Future studies should consider using experimental or quasi-experimental designs, such as randomized controlled trials, to evaluate the effectiveness of specific curriculum strategies, like structured discussions or technology-integrated scaffolding. The results underscore the necessity for specialized teacher training, enhanced resource distribution, and organized assessment frameworks to maximize curriculum execution. These insights facilitate curriculum enhancement and guide policy decisions to reinforce science education in Indonesia.