THESE FACTORS AFFECTING IMPLEMENTATION OF CURRICULUM POLICY 2013 REVISED 2017 AT STATE SENIOR HIGH SCHOOL 3 TANJUNG RAJA OGAN ILIR DISTRICT

2021 ◽  
pp. 76-87
Author(s):  
M. Pratiwi ◽  
E. Larasati ◽  
S. Suwitri ◽  
I. H. Dwimawanti
Keyword(s):  
High School ◽  
Senior High School ◽  
Curriculum Policy ◽  
Factors Affecting

Divergent Principles of Politeness in Verbal and Non-Verbal Directive Speech Act

2018 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
Lindayana ◽  
Arifuddin ◽  
Halus Mandala
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Process ◽  
Speech Act ◽  
Senior High School ◽  
Factors Affecting ◽  
Data Source ◽  
The Subject ◽  
Directive Speech ◽  
Bahasa Indonesia

This study was conducted aiming at examining: (1) the divergent principles of politeness in students’ directive speech act (2) factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students at grade X in Senior High School 1 Mataram in the learning process. The subject of this study are teachers teaching Bahasa Indonesia, English, Economy, History, Math, Religion, Civic, and Science, and all students at Grade X of Science 1, Science 3 and Social 2 in Senior High School 1 Mataram. This study is a descriptive qualitative research. The data source in this study is the number of utterances produced by students and teachers in the learning process. The data were collected through observation. This study revealed that: (1) there were divergent principles of politeness in participants’ directive speech act namely single and multiple divergent principles of politeness affected by speaker intentionally accused addressees, intentionally uttered by neglecting the context, was protective to other arguments, showed emotional feeling, given critiques in impolite words and mocked at other; and (2) there were factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students in learning process namely linguistic factor and non-linguistic factor.

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

scholarly journals STUDI KOMPARASI MODEL PEMBELAJARAN SEJARAH DI SMA TARUNA NUSANTARA DAN SMA NEGERI 4 MAGELANG

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Muhammad Fendi Aditya
Keyword(s):  
High School ◽  
Senior High School ◽  
Successful Implementation ◽  
Curriculum Policy ◽  
Learning Models ◽  
School Teachers ◽  
History Teachers ◽  
History Learning ◽  
History Of ◽  
Good Individual

This study aims to determine : (1) Knowing the policy of principals at Taruna Nusantara High School and Senior High School 4 Magelang to subjects of History, (2) Knowing the curriculum policy regarding the portion of the placement of the subjects of History, (3) how teachers deliver material and learning models History in high school of Taruna Nusantara High School and Senior High School 4 Magelang, and (4) how student opinion in History teachers the material. The results of the study at both schools led to the fact that Taruna Nusantara High School is promoting subjects as the history of important subjects, subjects using history as a spearhead in the successful implementation of special curriculum-based defend the country. Especially in the formation of character and cultivation of the spirit of nationalism, the students really enjoyed how the delivery of interesting material presented by the teacher of history at this school, teachers use a good individual approach so as to maximize the potential of students. In Senior High School 4 Magelang put the subjects of history into something very interesting because of factors that creative and innovative teachers of these subjects were used as a means of knowledge transfer that is very positive. Keywords: Comparative Studies, History Learning Model

scholarly journals Students’ Experiences on Technical Vocational and Livelihood Program Assessment in Senior High School

2020 ◽  
Author(s):  
Joseph Dave Mendoza Pregoner ◽  
Roziel Nabuya
Keyword(s):  
High School ◽  
Program Assessment ◽  
Senior High School ◽  
Factors Affecting ◽  
Easy Task ◽  
Know How ◽  
Immaculate Conception

This study is all about the experience of students who are taking the assessment of Technical Vocational and Livelihood in University of Immaculate Conception. The researchers examine the students of TVL about how far they will take this program and to know their limits. The purpose of this study is to inspect the grade 12 students who are under in these assessments because they are the ones who understand the affects and enhances of the skills they needed to learn. The problem of this study is to know how assessment can affect their learning if the teacher gives them an easy task or a difficult. This study is conducted to provide and decipher questions if the assessments provided are effective enough and would lead to a job-ready future for the students. In conclusion of the study, there are certain factors affecting the experiences of TVL students in program assessment.

scholarly journals The Effectiveness of Information and Communication Technology (Ict) In Civic Education Learning

2020 ◽  
Vol 9 (1) ◽  
pp. 548-551
Keyword(s):  
High School ◽  
Information And Communication Technology ◽  
Civic Education ◽  
Communication Technology ◽  
Learning Process ◽  
Senior High School ◽  
Factors Affecting ◽  
Teacher Competency ◽  
Central Java ◽  
Information And Communication

The effectiveness of the use of ICT in civic education learning is the level of success on the use of ICT in civic education learning at Senior High School in Surakarta, Central Java. This research aims are: (1) to find out whether or not Civic Education teachers have utilized Information and Communication Technology (ICT) in the learning; (2) to find out the factors affecting the use of Information and Communication Technology (ICT) in Civic Education learning; and (3) to find out the effectiveness of Information and Communication Technology (ICT) in Civic Education learning. This study was a qualitative research taken place in Senior High Schools in Surakarta, Central Java, Indonesia. The sample in this study were civic education teachers and students at senior high school in Surakarta. Sampling technique employed in this study was purposive sampling. Techniques of collecting data used were questionnaire, interview, and observation. Questionnaire was used to collect data on teacher competency in applying Information and Communication Technology (ICT) in Civic Education learning. Interview and observation were used to collect data on the factors affecting the use of Information and Communication Technology (ICT) and on the effectiveness of Information and Communication Technology (ICT) use in Pancasila and Civic Education learning. Triangulation techniques used to validate the data. The data analyzed using an interactive technique of analysis. Data were analyzed using interactive analysis techniques, which include the stages of data collection, data presentation, data reduction, data verification and conclusions. The result of research showed that (1) the Civic Education teachers used ICT in the learning process; (2) in the application of ICT in the learning process, some supporting factors were needed: teacher competency and adequate infrastructure such as laptop, computer, LCD, projector screen, and internet connection; (3) Learning based on ICT is very effective in Civic Education learning. It is because ICT-based learning can improve concentration, creativity, innovation, and achievement of students in the learning.

scholarly journals History Curriculum Policy of Senior High School during Sukarno Era

2020 ◽  
Vol 30 (2) ◽  
pp. 180-192
Author(s):  
Zulkarnain Zulkarnain
Keyword(s):  
High School ◽  
School Curriculum ◽  
Senior High School ◽  
Curriculum Policy ◽  
Analysis Model ◽  
Secondary Sources ◽  
Interactive Analysis ◽  
History Curriculum ◽  
Strategic Role ◽  
National Ideology

This article aims to investigate the history curriculum policy of senior high school during the Sukarno era. The method used is qualitative research by using the historical approach. Also, this research used document study as the primary method. A document study was conducted to both the primary and secondary sources for the source triangulation. Additionally, the complementary approach used interviews with several practitioners and academics, including the practitioners of the Indonesia history curriculum. Data analysis used an interactive analysis model. The results show that during 1945-1951, the history curriculum of senior high school still used AMS (Algemene Middelbare School) curriculum as the inheritance from the Dutch Indies era, so it is directed to the political policy, and the materials are clearly oriented to politics, doctrine, national ideology. The philosophical foundation of history curriculum policy in senior high school during the Sukarno Era is based on Pancasila and UUD 1945. But its implementation refers to government politics and essentialism and perennialism philosophy. The position of history subject in senior high school during the Sukarno era has a strategic role in creating historical awareness and nationalism. However, Manipol USDEK indoctrination was very visible.  Artikel ini bertujuan untuk menyelidiki kebijakan kurikulum sejarah SMA pada era Sukarno. Metode yang digunakan adalah penelitian kualitatif dengan menggunakan pendekatan sejarah. Selain itu, penelitian ini menggunakan studi dokumen sebagai metode utama. Studi dokumen dilakukan pada sumber primer dan sekunder untuk triangulasi sumber. Selain itu, pendekatan komplementer menggunakan wawancara dengan beberapa praktisi dan akademisi, termasuk praktisi kurikulum sejarah Indonesia. Analisis data menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa selama tahun 1945-1951, kurikulum sejarah sekolah menengah atas masih menggunakan kurikulum AMS (Algemene Middelbare School) sebagai warisan dari jaman Hindia Belanda, sehingga mengarah pada kebijakan politik, dan materi yang jelas berorientasi pada politik, doktrin, ideologi nasional. Landasan filosofis kebijakan kurikulum sejarah di Sekolah Menengah Atas pada masa Sukarno berpijak pada Pancasila dan UUD 1945. Namun implementasinya mengacu pada filosofi politik pemerintahan dan esensialisme dan perenialisme. Kedudukan mata pelajaran sejarah di sekolah menengah atas pada era Soekarno memiliki peran strategis dalam menciptakan kesadaran sejarah dan nasionalisme. Namun, indoktrinasi Manipol USDEK sangat terlihat. 

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