The aims of this study were (1) to describe the understanding of elementary school teachers in Cirebon City about independent curriculum policies, (2) to describe the readiness of elementary school teachers in Cirebon City to formulate learning objectives for the Pancasila profile, (3) to describe the readiness of elementary school teachers in Cirebon City to implement learning 21st century, and (4) describes the readiness of elementary school teachers in Cirebon City in identifying students' self-potential. This study uses a survey research design and needs assessment. The population of this study were public elementary school teachers in Cirebon City. There are 128 public elementary schools in Cirebon city, so the population of this study is 768 teachers. The sample was determined using simple random sampling technique. Based on Issac Michael's table with a 5% sampling error, a total sample of 238 teachers was obtained. The data collection technique uses a questionnaire instrument given to teachers and interviews with several key informants. The key informants in this study were the Head of Basic Education in Cirebon City and several school principals. The results of this study are (1) public elementary school teachers in Cirebon City understand the essence of the Independent Curriculum policy, (2) public elementary school teachers in Cirebon city understand in formulating learning objectives for Pancasila student profiles, (3) public elementary school teachers in the city Cirebon is ready to implement 21st century learning, (4) Public Elementary School teachers in Cirebon City are ready to identify various kinds of potential in students. Based on these results, it can be concluded that SD Negri teachers in Cirebon City are ready to implement the independent curriculum in classroom learning. Keyword: Analysis, Elementary School Teacher Readiness, Implementation of the Independent Curriculum
The number of illiterate populations in 2019 aged 15-59 years was 3,474,694 people spread throughout the Regency/City in Indonesia. Since 2005 the government has published an independent business literacy program as part of efforts to eradicate illiteracy, poverty and ignorance. This study aims to determine the implementation of the program with the CIPP evaluation model. Using a qualitative approach with a case study method in six community education institutions in five sub-districts in Bogor Regency. Data obtained through interviews, observation and documentation. The results showed that the Kekasaraan Usaha Mandiri program was carried out in a dense, illiterate environment in rural and mountainous areas. The main cause of illiteracy is the low economic income of the family which has an impact on dropping out of school and a short way of thinking of the community, with the perception that the most important thing is to be able to make money even though you have to be a manual worker. Organizers have an understanding of the literacy education development as part of efforts to educate the nation’s life. Educational literacy in the implementation of learning using product packaging and marketing materials that are not delivered optimally because the competency and entrepreneurial experience of the teacher is insufficient. Learning innovations that can integrate literacy education, business activities and religious education need to be done. Then it is necessary to improve entrepreneurship competencies for tutors, as well as collaborating with microfinance institutions or local entrepreneurs.
The research objective was to obtain information about the effectiveness of the implementation of the Keaksaraan Usaha Mandiri (KUM) in the Community Learning Centre (PKBM) and the Learning Group (Pokjar) in Bogor Regency. Using the CIPP evaluation model which consists of evaluating contexts, inputs, processes and products. The study was conducted for 12 months at six institutions in five sub-districts. The results of the context component study showed that the program was held in illiterate areas in rural and densely populated areas. Organizers and tutors have an understanding of program objectives, while students know he is learning to read and write and skills. In terms of input, most tutors are teachers in formal education with the majority of participants being adult women with jobs as housewives and laborers. The process shows that learning is dominated by the practice of skills rather than habituation in reading, counting and writing which is the main goal. The level of attendance is influenced by the daily activities of students. While the aspects of learning outcomes showed that 10.5 percent of students passed with the title of Very Good. 80.87 percent were declared graduated with Good title, and 11.4 percent were declared graduated with the enough category.
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