A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness

Suyanto, Slamet

doi:10.1063/1.4995218

Cited by 26 publications

(25 citation statements)

References 8 publications

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“…Most of the teacher did not really understand the basic concept and how to implement properly the 2013 national curriculum orientation (i.e. Ahmad, 2014;Ekawati, 2016;Retnawati et al, 2016;Kastawi et al, 2017;& Suyanto, 2017). Whereas understanding the theoretical base of the curriculum is important for ones who want to develop a curriculum, if not they will potentially trapped only on technical terms how to develop the curriculum procedurally.…”

Section: Introductionmentioning

confidence: 99%

What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

Palupi

2018

IJCETS

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This article identifying the Indonesi’s 2013 curriculum policy from several types of curriculum development models such as Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth and Doll. By analyzing carefully the ofcial curriculum policy the author conclude that the 2013 curriculum could be classifed as a “new” type of curriculum which is more eclectic by following the idea curriculum as praxis. The eclectic mode of the curriculum could be trace from its orientation to accommodate lots of idea from various curriculum development models from Tyler to Doll, for instance 2013 curriculum still has a tendency to control the standard of the learning outcome, content and process, but in other hand this curriculum encourages to develop a more contextual curriculum design for all of the schools throughout Indonesia. The 2013 curriculum also makes a compromise between outcome/competency-based and process-based curriculum design in which sometimes make the assessment process become a little bit difcult for the teachers at schools. Abstrak Artikel ini mengkaji Kurikulum 2013 dari berbagai jenis model-model pengembangan kurikulum, seperti model Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth, dan Doll. Dengan mengkaji secara teliti dokumen-dokumen resmi kebijakan Kurikulum 2013 penulis menyimpulkan bahwa Kurikulum 2013 dapat dikategorisasikan sebagai bertipe “baru” yang lebih bersifat eklektik dengan mengikuti gagasan kurikulum sebagai praksis. Kecenderungan eklektik dari kurikulum ini dapat dilihat dari orientasinya yang mencoba untuk mengakmodasi banyak gagasan dari beberapa model pengembangan kurikulum dari Tyler hingga Doll. Misalnya, Kurikulum 2013 masih menggunakan perspektif standardisasi sebagai mekanisme control terhadap mutu lulusan, muatan kurikulum, dan proses pembelajaran, tapi di sisi lain Kurikulum 2013 juga mengarahkan sekolah-sekolah untuk mengembangkan kurikulum yang sifatnya kontekstual. Kurikulum 2013 juga mengkompromikan antara desain kurikulum berbasis luaran/kompetensi dan berbasis proses yang terkadang justru menyulitkan para guru dalam melakukan penilaian hasil belajar siswa di sekolah. Keywords: Contextual curriculum; curriculum as praxis; curriculum development; eclectic model; the Indonesia’s 2013 national curriculum

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Section: Introductionmentioning

confidence: 99%

What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

Palupi

2018

IJCETS

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“…Therefore, managers of educational institutions must be able to manage education and the curriculum (Mendikbud, 2014). The teachers were assisted and guided to implement the curriculum by the instructor teachers in the classroom which were called on-service training and there were also monitoring and evaluation processes during the implementation done by independent assessors (Suyanto, 2017). Preliminary studies in the field suggest that the application of the curriculum, along with its components, cannot always achieve the objectives of the curriculum so that a review is needed to improve and update the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Curriculum Components at Primary School (SDN) Ketawanggede Malang, Indonesia

Khasanah¹,

Mustiningsih²,

Wulogening³

2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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This research is qualitative research that aims to determine the implementation of curriculum components at (Primary School) SDN Ketawanggede Malang, along with obstacles and problem solving. Research focuses on curriculum components related to implementation, constraints, and problem solving. Researchers try to enter naturally and give a message as a key instrument and select informants who know very well about the focus of the study. The informants of this research are the teacher, the deputy head of the curriculum section school, and the head of the SDN Ketawanggede Malang. The data source of this research is the data of interviews and observations (primary data) and documentation (secondary data). Data in this study were collected through in-depth interviews, observation, and documentation. Data were analyzed through three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the curriculum components which included the objectives, content, methods, and evaluation have been implemented well by SDN Ketawanggede Malang. This is proven by the achievement of the objectives of the curriculum and programs launched by schools. In its implementation, things still felt that needed to be changed or improved in order to achieve the national goals of education and improvement in accordance with existing field conditions. The results of this study are expected to be used as an evaluation or consideration for related parties as an effort to improve the implementation of curriculum components at SDN Ketawanggede Malang.

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“…Similar to a study conducted by Sundayana (2015), the implementation of curriculum is considered as one of the most prominent phases after developing the 2013 primary and secondary curriculum in Indonesia, and it is greatly influ-enced especially by teachers' readiness and competence. Besides, Suyanto (2017) points out that specific training on the new curriculum implementation is still needed. As the Association of American Vocation, Thompson (1973, p. 111) defines vocational education as education designed to develop skill, abilities, understanding, attitudes, work habits, and appreciations needed by workers to enter and make progress in employment on a useful and productive basis.…”

Section: Introductionmentioning

confidence: 99%

Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

Saputra

Nuchron

2019

jpv

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The purpose of this research is to reveal the factors that influence vocational school teachers’ readiness to implement curriculum 2013 revised edition in Cilacap regency. The factors are 1) principals’ leadership toward the teachers’ readiness, 2) the impact of teachers’ professionalism toward teachers’ readiness, 3) the impact of the teachers’ training. This research is an ex-post facto research. The method of collecting data used in this research is the mix method. The data was collected by using questioner and interview and then, analyzed by applying statistics descriptive counts mean of the percentage. To confirm the hypotheses, this study used multiple linear regression. The result of the research showed that: (1) principals’ leadership affect teachers’ readiness in the amount of 8.4%, (2) teachers’ professionalism impact the teachers’ readiness in amount of 17.7%, (3) teachers’ training impact teachers’ readiness in amount of 24.1%, and (4) principals’ leadership, professionalism, and teachers’ training simultaneously, affect teachers’ readiness and it is proved by Fcalculate in the amount of 5,403 and significant value (p = 0,001 < 0,05). It meant that the whole result of the three free-variables affects the teachers’ readiness significantly in implementing curriculum 2013 revised edition at vocational school in Cilacap.

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A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness

Cited by 26 publications

References 8 publications

What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

Implementation of Curriculum Components at Primary School (SDN) Ketawanggede Malang, Indonesia

Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

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