Evaluation of Learning Administration at Adinda Private Kindergarten in Tebing Tinggi City in Implementing the Independent Curriculum

Abstract

This study aims to evaluate learning administration at Adinda Private Kindergarten in Tebing Tinggi City in the implementation of the Merdeka Curriculum, covering lesson planning, learning implementation, child development assessment, and the supporting and inhibiting factors. This study employed a qualitative approach with a descriptive method. The research informants consisted of the school principal and teachers selected using purposive sampling. Data were collected through observation, interviews, and documentation, and then analyzed through data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source and method triangulation. The findings indicate that learning administration has been prepared regularly; however, its implementation does not yet fully align with the principles of the Merdeka Curriculum. In terms of planning, learning objectives have not been fully derived from the Learning Outcomes (Capaian Pembelajaran), and learning activities tend to be uniform for all children. Learning implementation also remains predominantly teacher-centered, while child development assessment is not yet supported by systematic portfolio documentation or the optimal use of assessment results. The main obstacles include teachers’ limited technical understanding, insufficient training and mentoring, administrative workload, manual record-keeping, and irregular academic supervision. This study highlights the importance of practice-based mentoring, strengthening teacher competencies, improving assessment documentation, and implementing continuous supervision to ensure that learning administration functions as a pedagogical guide for supporting child-centered learning.