evaluation of the 2013 curriculum implementation for physical educationlearning in madrasah ibtidaiyah, wonogiri district year 2019/2020

The purpose of this study is to determine (1) the condition of students in the implementation ofthe 2013 curriculum. (2) the condition of teachers who teach in implementing the 2013 curriculum. (3)the conditions of facilities and infrastructure in implementing the 2013 curriculum. (4) understanding ofsports teachers towards 2013 curriculum. (5) learning planning prepared by the teacher in theimplementation of the 2013 curriculum. (6) implementation of sports learning activities in theimplementation of the 2013 curriculum (7) implementation of sports assessments in curriculumimplementation. and (8) the results of authentic assessment which include aspects of attitudes,knowledge, and skills in the implementation of the 2013 curriculum for class iv madrasahibtidaiyah wonogiri district for the 2019/2020 school year. this study uses the curriculum evaluationmethod by the stake's countenance model evaluation model. the use of this kind of evaluation modelbased on making judgments about the program being evaluated as well as easy to categorize data basedon three stages antecedent, transaction, and outcomes. as for technique of collecting data uses evaluativetechnique by using techniques of inquiry, observation, and documentation. from the research results, itcan be concluded that: 1. antecedent stage (introduction) (a). the condition of students, seen from theaspect of readiness to take part in lessons and activeness during learning, was not fully yet in accordancewith the standard with a percentage of 51.88% and in the sufficient category (b). the condition of theteacher, seen from the aspects of academic qualifications, pedagogic competence, personal competence,social competence, and professional competence, is not fully in accordance with the standard with apercentage of 54.5%, and is in the sufficient category (c). the condition of the facilities andinfrastructure, seen from the classrooms and their accessories, the library room, and the props / media inthe laboratory are categorized as sufficient with a percentage of 60% (d). the teacher's understanding ofthe curriculum was not fully in accordance with the standard with a percentage of 54.5% (e).the condition of the lesson planning was not fully in accordance with the standard with a percentage of72.7%, but it was in the good category. 2. phase transaction. (a). the implementation of scientific-basedintegrative thematic learning is in a good category with a percentage of 72.7%. (b). the implementationof authentic assessment has not been fully in accordance with the standard with a percentage of 54.5%and in the sufficient category. (3). outcomes stage is the result of authentic assessment that has met thestandard and is very good category with a percentage of 100%.