History Education in Curriculum 2013: A New Approach to Teaching History

Hasan, Said

doi:10.17509/historia.v14i1.2023

Cited by 33 publications

(28 citation statements)

References 8 publications

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“…Innovation in the curriculum ideas of the 2013 Curriculum is related with philosophy of the curriculum, the aims of the curriculum, theoretical model of competency-based curriculum, content design, process, assessment of students' outcomes [3]. This is in line with Permendikbud No.…”

Section: Introductionmentioning

confidence: 88%

Evaluation of Curriculum 2013 Implementation in Elementary Schools

Sukarman¹

2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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This research aims to contribute several ideas towards the implementation of the 2013 curriculum for elementary school teachers in Palembang. This descriptive qualitative research used interviews and questionnaires as data collection techniques. The results of the 2013 Curriculum implementation evaluation research were related to the constraints of teachers in implementing the 2013 curriculum. The benefits of this research are the data analyzed with arguments descriptively. The results of the study found obstacles and obstacles to the implementation of the 2013 curriculum for schools and teachers towards the mastery of science and technology, the creation of instructional media, evaluation of learning and the limitations of facilities and infrastructure so that the implementation of the 2013 curriculum could only be carried out in 2018/2019. Solutions are needed in the form of providing adequate training and workshops for teachers and education personnel. Provide the necessary facilities and infrastructure and develop technology-based assessment systems.

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Section: Introductionmentioning

confidence: 88%

Evaluation of Curriculum 2013 Implementation in Elementary Schools

Sukarman¹

2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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“…In detail, the government emphasizes the implementation of curriculum 2013 that primary school is required to empower the quality of education on values, attitudes, and character. Curriculum 2013 aims to motivates the students to make use of their knowledge, character, and skill to contribute to the welfare of humanity (Hasan, 2013). On top of that, Tarakanita Magelang Primary School also implements character education through the implementation of Kurikulum Cc5+ Tarakanita (Curriculum of Cc5+ Tarakanita).…”

Section: Elisabeth Avryanne Suminto and Concilianus Laos Mbato The Implmentioning

confidence: 99%

The Implementation of Metacognition in Teaching Character Education in Primary Education

Suminto

Mbato

2020

IDEAS

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Metacognition is concerned with a person’s awareness of his or her own thinking processes. It is essential to study the implementation of metacognition in teaching character education since it serves as the basis for the teachers to guide the students into holistic learning. This research focused on the teachers’ perceptions on the implementation of metacognition in character education. In particular, it aimed to obtain the information about the extent to which metacognition in character education in primary education led the teachers to school vision. The researchers employed mixed-method research involving twenty-one primary school teachers in a primary school in the Magelang region, Central Java. The instrument used were questionnaire and interview. The findings of this research showed that the teachers perceived the implementation of metacognition in teaching character education positively. However, the results of the interview revealed that they did not implement regulation of cognition wholly. Furthermore, the results of the open-ended questionnaire showed that there were four values which were well-implemented i.e., compassion, celebration, competence, and conviction. For the future research, therefore, urges future researchers to conduct a research in the broader scope of schools.

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“…Indonesia has implemented Curriculum 2013 since 2013 (Hasan, 2013), which was switched from the school-based curriculum, locally called KTSP (Kurikulum Tingkat Satuan Pendidikan). Consequently, teachers at all levels of education need to adapt to the new change, by having competencies to develop and implement the newly implemented curriculum in their teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

The Competencies of the Islamic Primary Madrasah Student Teachers in Developing K 13-Based Lesson Plan in Aceh

Jannah

Usman

2020

Al-Ta'lim J.

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This study aims to examine the extent to which the Pendidikan Guru Madrasah Ibtidaiyah (PGMI) or Islamic primary madrasah student teachers have been competent in developing K13-based lesson plan. 34 students studying at PGMI Department of the Faculty of Education and Teacher Training of a state Islamic university participated in this study. This research employed qualitative descriptive method. The results show that in general the ability of the student teachers in developing K13-based lesson plan fall into less and good categories. This indicates that the ability of the student teachers has not fully met the process standards of the 2007 regulation no 41 by Ministry of Education and Culture (MOEC). This suggests that the PGMI program make sure that every PGMI student teacher have adequate competencies of developing lesson plan based on K-13 based on the currently implemented approach, such as the scientific approach, and using it in their teaching well.

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History Education in Curriculum 2013: A New Approach to Teaching History

Cited by 33 publications

References 8 publications

Evaluation of Curriculum 2013 Implementation in Elementary Schools

Evaluation of Curriculum 2013 Implementation in Elementary Schools

The Implementation of Metacognition in Teaching Character Education in Primary Education

The Competencies of the Islamic Primary Madrasah Student Teachers in Developing K 13-Based Lesson Plan in Aceh

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