scholarly journals A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

2020 ◽  
Vol 1 (8) ◽  
pp. 14
Author(s):  
Yeni Nuraeni ◽  
Zulela MS ◽  
Endry Boeriswati
Keyword(s):  
Elementary School Teachers ◽  
Qualitative Data ◽  
Curriculum Implementation ◽  
Data Gathering ◽  
School Teachers ◽  
Vice Principals ◽  
Management Standard ◽  
K 13 ◽  
Assessment Standards

The K-13 curriculum has been implemented since July 2013 in several Indonesian schools and might have been in effect in all school arround 2014. The study was aimed to obtain information regarding teachers’ difficulties in impelemnting the curriculum 2013. The research was descriptive explorative research by means of qualitative data gathering which conducted from July 2016 to January 2018. The data on teachers’ difficulties in implementing the curriculum 2013 were gathered by means of interviews, observation, and focus discussion with elementary school teachers and the vice principals of curriculum in Tangerang City Indonesia. The result of the study showed that in implementing the curriculum 2013 , the teachers had more difficulties the content standard 35.2%, the process standard 25.3%, the assessment standar 20.0%, The teacher and educational personal standar 4.2%, the infrastructure standard 4.2%, the management standard 4.2%,the graduate compotence standard 3.90%, and the funding standard 3.0%. The highest of them is the difficulty in understanding the implementation standard, the second on processes standards and third on assessment standards. This reseacrh is expected to lead to an outcome that will answer the needs of the community that the curriculum 2013 requires a lot of improvements and development so that all the problems found can be solved.

scholarly journals IMPLEMENTASI STANDAR ISI DALAM KURIKULUM 2013 DI SEKOLAH DASAR

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Ndaru Mukti Oktaviani ◽  
Isnaini Wulandari
Keyword(s):  
Elementary School Teachers ◽  
Primary Schools ◽  
Qualitative Data ◽  
Content Standards ◽  
School Teachers ◽  
Education Standards ◽  
National Education ◽  
Public Elementary Schools ◽  
Spiritual Attitude

The curriculum 2013 is a refinement of the previous curriculum KTSP. The curriculum development from KTSP to curriculum2013 had an impact on the changes in most learning systems. Changes in national education standards also affect the implementation of the curriculum 2013. In the implementation of the curriculum 2013 in primary schools, there were obstacles which, based on the results of the FGD with elementary school teachers in Kuningan, West Java, it was found that teachers were still experiencing difficulties in implementing the curriculum 2013. Content standards in the curriculum 2013 which are derived directly from graduate competency standards. This condition certainly hindered the achievement of the overall  curriculum 2013 goals.The research method used in this research is case study. The study was conducted at public elementary schools located in Kuningan Regency, SDN Dukuhdalem, Japara District, SDN 1 Manislor, Jalaksana District, and SDN 1 Purwawinangun, Kuningan District. There are two types of research instruments used, observation sheets and interview guides. Qualitative data analysis is carried out interactively and takes place continuously at each stage of the study so that it is complete, and the data is saturated.The results of the study note that the money scope of the material on the spiritual attitude competence and social attitude competence face obstacles in terms of time in its implementation, the scope of the material on the competency of expertise faces obstacles in terms of costs in its implementation. As well as the scope of the material on knowledge competence faces obstacles in terms of monotonous material, the breadth of the material that is considered to be insufficient so that it does not meet the material requirements in the learning process, as well as the material which is considered incomplete in its implementation

scholarly journals IMPLEMENTASI STANDAR ISI DALAM KURIKULUM 2013 DI SEKOLAH DASAR

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Ndaru Mukti Oktaviani ◽  
Isnaini Wulandari
Keyword(s):  
Elementary School Teachers ◽  
Primary Schools ◽  
Qualitative Data ◽  
Content Standards ◽  
School Teachers ◽  
Education Standards ◽  
National Education ◽  
Public Elementary Schools ◽  
Spiritual Attitude

The curriculum 2013 is a refinement of the previous curriculum KTSP. The curriculum development from KTSP to curriculum2013 had an impact on the changes in most learning systems. Changes in national education standards also affect the implementation of the curriculum 2013. In the implementation of the curriculum 2013 in primary schools, there were obstacles which, based on the results of the FGD with elementary school teachers in Kuningan, West Java, it was found that teachers were still experiencing difficulties in implementing the curriculum 2013. Content standards in the curriculum 2013 which are derived directly from graduate competency standards. This condition certainly hindered the achievement of the overall  curriculum 2013 goals.The research method used in this research is case study. The study was conducted at public elementary schools located in Kuningan Regency, SDN Dukuhdalem, Japara District, SDN 1 Manislor, Jalaksana District, and SDN 1 Purwawinangun, Kuningan District. There are two types of research instruments used, observation sheets and interview guides. Qualitative data analysis is carried out interactively and takes place continuously at each stage of the study so that it is complete, and the data is saturated.The results of the study note that the money scope of the material on the spiritual attitude competence and social attitude competence face obstacles in terms of time in its implementation, the scope of the material on the competency of expertise faces obstacles in terms of costs in its implementation. As well as the scope of the material on knowledge competence faces obstacles in terms of monotonous material, the breadth of the material that is considered to be insufficient so that it does not meet the material requirements in the learning process, as well as the material which is considered incomplete in its implementation

scholarly journals Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

2005 ◽  
Vol 89 (6) ◽  
pp. 1007-1042 ◽  
Author(s):  
Emily H. van Zee ◽  
David Hammer ◽  
Mary Bell ◽  
Patricia Roy ◽  
Jennifer Peter
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Learning And Teaching ◽  
Science As Inquiry

scholarly journals THE IMPLEMENTATION OF 2013 CURRICULUM AT ELEMENTARY SCHOOL

EDUTECH ◽  
2015 ◽  
Vol 14 (1) ◽  
pp. 52
Author(s):  
Rudi Susilana
Keyword(s):  
Elementary School ◽  
Best Practices ◽  
Elementary School Teachers ◽  
Working Group ◽  
Best Practice ◽  
Curriculum Implementation ◽  
School Teachers ◽  
Planning Activity ◽  
Planning Implementation

Abstract. The implementation of the new 2013 Curriculum in schools has been started in July 2013. The implementation of the curriculum is expected to increase the quality of management and process of education at any unit of education that leads to the effort of improving the quality of learning and education. In connection with the application of the new curriculum, this research would like to reveal the problems regarding how elementary school teachers respond to the implementation of 2013 Curriculum in Bandung City with regard to planning, implementation, and assessment of curriculum. It also studied the best practice which can be emulated in terms of planning, implementation and assessment of curriculum conducted by elementary school teachers in Bandung City.The results showed that the response of elementary school teachers on the implementation of 2013 Curriculum in Bandung City was in the positive category. The planning activity was in the category of very positive while the implementation and assessment activities were in the positive category. Some best practices that can be emulated in planning, implementation and assessment conducted by the teachers in implementing the 2013 Curriculum are the activities of sharing, hearing, in-house training and real teaching modeling that were carried out in Teacher Working Group (KKG).Keywords: 2013 Curriculum, teachers’ response, best practice, curriculum implementation Abstrak. Penerapan kurikulum baru, yakni implementasi Kurikulum 2013 di sekolah telah dimulai sejak bulan Juli 2013.  Implementasi Kurikulum tersebut diharapkan mendorong peningkatan kualitas pengelolaan dan proses pendidikan pada setiap satuan pendidikan yang mengarah pada upaya peningkatan mutu pembelajaran dan pendidikan. Dilatarbelakangi oleh adanya penerapan kurikulum tersebut, penelitian ini ingin mengungkap permasalahan yang berkenaan dengan "Bagaimanakah respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung dilihat dari kegiatan perencanaan, pelaksanaan, dan penilaian kurikulum? dan "Best Practice" apa yang dapat dicontoh dalam hal perencanaan, pelaksanaan, dan penilaian kurikulum yang dilakukan oleh guru SD di Kota Bandung? Hasil penelitian menunjukkan bahwa Respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung berada pada kategori positif.  Untuk kegiatan perencanaan berada pada kategori sangat positif, sedangkan untuk kegiatan pelaksanaan dan penilaian kurikulum berada pada kategori positif. Terdapat beberapa  "best practice" yang dapat dicontoh dalam perencanaan, pelaksanaan, dan penilaian  dari guru SD di Kota Bandung terkait dengan implementasi Kurikulum 2013 berupa kegiatan "sharing", "hearing", "in house training", dan "modelling real teaching" yang dilaksanakan di KKG atau KKG gugus. Kata kunci:      Kurikulum 2013, Respon Guru dan Best Practice Implementasi Kurikulum.

scholarly journals Analysis of Sentences for Deaf Children in Primary School

2021 ◽  
Vol 8 (8) ◽  
pp. 86
Author(s):  
Hudzaifah Hudzaifah ◽  
Muhammad Akhyar ◽  
Siti S Fadhilah
Keyword(s):  
Elementary School Teachers ◽  
Learning Outcomes ◽  
Sign Language ◽  
Qualitative Case Study ◽  
Deaf Children ◽  
Case Study Method ◽  
School Teachers ◽  
Hearing Ability ◽  
Class Teacher

This study aims to find out the ability to compose sentences of deaf children in outstanding schools. This study was conducted using qualitative case study method in the form of interviews and documentation studies of students' learning outcomes, interviews were conducted on 14 elementary school teachers. This research was conducted by two schools, namely in SLB-B YRTRW and SLB YAAT surakarta. The results showed that deaf children have problems in composing sentences and understanding the meaning of sentences. This is due to, 1) the receptive ability of children who are hampered by hearing ability, 2) the interest in learning deaf children in indonesian language is low, and 3) the use of non-standard sign language systems in communication between deaf children in activities outside the classroom. According to the class teacher, most deaf children also think that indonesian language is a difficult and boring lesson. Therefore, teachers need to increase innovation and creativity in the delivery of Indonesian language materials to be more interesting, either by using media or props that are fun and worth using to increase the motivation of learning deaf children and help the understanding of materials composing Indonesian sentences.

scholarly journals Pengembangan Keprofesian Berkelanjutan bagi Guru Sekolah Dasar

2020 ◽  
Vol 5 (5) ◽  
pp. 666
Author(s):  
Cahyaningtyas Tri Wijiutami ◽  
Wahjoedi Wahjoedi ◽  
Ery Try Djatmika R. W. W
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Scientific Publication ◽  
Study Data ◽  
Research Approach ◽  
School Teachers ◽  
Scientific Publications ◽  
Self Development ◽  
Case Study Data

<p><strong>Abstract:</strong> The purpose of this research are: (1) study the implementation of the PKB program for elementary school teachers (2) the effectiveness of the PKB program for elementary school teachers. The approach of this research is a qualitative research approach and the type of the research is case study. Data obtained from interviews, observations, and documentation. Based on the acquisition of data generated in the study, it is concluded: (1) The implementation of the PKB program in the form of self-development, scientific publications, and innovative works has been running, (2) The effectiveness of the implementation of the PKB program has not been carried out effectively and optimally, especially in scientific publication activities.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Pelaksanaan penelitian ini dengan tujuan untuk (1) mengkaji tentang pelaksanaan program PKB guru sekolah dasar dan (2) efektivitas program PKB guru sekolah dasar. Penggunaan pendekatan pada penelitian ini yaitu pendekatan penelitian kualitatif dengan jenis penelitian <em>case study</em> (studi kasus). Perolehan data didapat dari wawancara, observasi, dan dokumentasi. Berdasarkan perolehan data yang dihasilkan dalam penelitian, maka disimpulkan (1) pelaksanaan program PKB berupa pengembangan diri, publikasi ilmiah, dan karya inovatif sudah berjalan, (2) efektivitas pelaksanaan program PKB belum terlaksana secara efektif dan optimal khususnya pada kegiatan publikasi ilmiah.

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