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

Abstract

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.

Evaluating the Effectiveness of Islamic Religious Education Learning in Implementing 2013 Curriculum in Madrasah

“…Based on these findings, Islamic Religious Education learning in the Madrasah based on the 2013 Curriculum is categorized as effective. This is different from previous studies conducted in a number of educational units (Aeini, 2018;Widiyatmoko, 2018;Nuraeni et. al., 2020;Gunawan, 2019).…”

“…Aeini (2018) reports the findings on the difficulties faced by educators in implementing the 2013 curriculum, especially in the preparation of learning program plans as happened at SMAN 2 Magelang. In the same vein, Nuraeni et al, (2020) and Wulandari (2020) examines the problems of implementing the 2013 curriculum in schools in Bekasi related to implementation standards. The teachers in general have difficulty socializing with the 2013 curriculum which demands accelerated mastery of materials, as well as digital technology.…”

An investigation on the learning barriers of boarding school students In terms of different dimensions of the curriculum implementation

“…This study used the qualitative method. Qualitative research is often referred to as a naturalistic research method because it is carried out in natural conditions (Nuraeni et al, 2020). The researcher directly looks for data at the research location to be studied.…”

“…The salaf Islamic boarding school curriculum is the result of adapting the Islamic education curriculum sponsored by the Ministry of Religion in schools (madrasa) with the Islamic boarding school curriculum compiled by kyai or Islamic boarding school scholars (Kjeldsen, 2019;von Brömssen et al, 2020). Furthermore, the curriculum of the Indonesian education office that is applied in formal teaching at this Islamic boarding school is the 2013 curriculum which integrates subjects in each lesson (Nuraeni et al, 2020). Then, the technology-based curriculum referred to in this study is a curriculum compiled by the owner of the Islamic boarding school foundation.…”

Analysis of 2013 Curriculum Implementation in Elementary Schools

“…K13 has an impact on the learning process where there is a change related to the learning approach, which was originally teacher center learning shifting to student center learning using an integrated theme through a scientific approach (Nuraeni, 2020). With a scientific approach, it is hoped that students will have better attitudes, knowledge and skills competencies and have creativity, innovation and productivity so that students can be successful in facing various problems and challenges of their time (Jalinus, 2019).…”