The development of the curriculum is a dynamic process which aims to comply with the evolvement of knowledge and technology. However, the implementations of the reformed curriculum have been acknowledged to raise various issues. Likewise, among the issues related to the implementation of the Curriculum 2013, known as K13, in Indonesia was teachers’ difficulties, including mathematics teachers. This study aimed at investigating and describing the difficulties faced by junior high school mathematics teachers in implementing K13. The study applied a mixed-method approach involving 66 from a total of 78 junior high school mathematics teachers in Lhokseumawe, Aceh Province, as the study sample. The findings showed that 50%-60% participants encountering difficulties in components of training and socialization of K13, lesson planning, learning activities, and assessment and reporting the learning outcome. Although 93.94% teachers have taken the K13 training, only 56.45% of them sometimes implemented the curriculum in the classrooms. Additionally, the main resource of the difficulties was the ineffectiveness of training and socialization of K13 the teachers had attended. The teachers expected that there would be a learning community or forum as the follow-up action of the training, which can supervise the implementation of K13 in their classes. The directions for further research to improve curriculum implementation were discussed.
Abstract:Lecturers in the Islamic Universities in Indonesia have hardly found statistics textbooks that emphasize statistical literacy and use data contexts not contradict Islamic cultures. This is a research and development study aimed at developing a conceptual framework that can be referred to in designing statistics learning materials based on statistical literacy integrated with Islamic values and cultures. The phases of the study included problem analysis on statistics learning materials in Indonesia, literature reviews, developing the initial stage of a conceptual framework, validation, and revision. The result was the conceptual framework composed of five components: a) learning statistics for a virtuous character, b) learning statistics gradually and in sequences, c) learning using useful contexts, d) knowing istiqra’ in inferential statistics, and e) developing critical attitude towards quantitative information. Each component was subsequently elaborated into several points as examples in designing statistics learning materials. Abstrak:Dosen statistika di Perguruan Tinggi Keagamaan Islam di Indonesia umunya sulit menemukan buku rujukan statistika berbasis literasi statistik dan menyajikan konteks data yang tidak bertentangan dengan nilai dan budaya keislaman. Penelitian ini mencoba mengembangkan suatu kerangka konseptual yang dapat dijadikan acuan untuk mendesain materi statistika berbasis literasi statistik yang terintegrasi nilai dan budaya keislaman. Tahapan penelitian mencakup analisis permasalahan tentang materi perkuliahan statistika di Indonesia, kajian literatur, pengembangan kerangka konseptual tahap awal, validasi, dan revisi. Kerangka konseptual yang dihasilkan dari penelitian ini terdiri atas lima komponen: a) belajar statistika menuju akhlak mulia, b) belajar statistika dengan terurut dan bertahap, c) belajar dengan konteks yang bernilai manfaat, d) mengenal istiqra’ dalam statistika inferensial, dan e) membangun sikap kritis terhadap informasi kuantitatif. Setiap komponen kemudian dijabarkan dalam bentuk poin-poin yang dapat diterapkan dalam pengembangan materi statistika.
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