The Experiences and Meanings of Physical Education Teachers in Implementing Evaluation Processes Based on the Merdeka Curriculum in Vocational High Schools within Urban District Areas

This study investigates Physical Education (PE) teachers’ experiences in implementing learning evaluation under Indonesia’s Merdeka Curriculum in urban vocational high schools. It examines how teachers conceptualize evaluation, the adaptive strategies they apply in practice, and the challenges encountered during implementation. Using a descriptive qualitative approach, the study involved purposively selected Physical Education (PE) teachers from urban vocational schools. Data were collected through in-depth interviews and document analysis, and analyzed using systematic thematic procedures involving data reduction, display, and interpretation. The findings indicate that teachers perceive evaluation within the Merdeka Curriculum as a continuous and holistic process aimed at monitoring students’ overall learning development rather than focusing solely on summative outcomes. In practice, teachers integrate formative assessment, performance-based assessment, classroom observation, and reflective activities tailored to students’ needs and the vocational context. However, implementation remains challenged by time constraints, administrative demands, and differing levels of conceptual understanding of curriculum-based evaluation. The study concludes that effective implementation of evaluation in Physical Education (PE) depends on teachers’ reflective professionalism, pedagogical adaptability, and institutional support. These findings contribute to broader discussions on curriculum reform and assessment transformation in vocational education settings.