Mathematics Curriculum Management of Distance Learning Program in Junior High School

Abstract

AbstrakPenerapan pembelajaran jarak jauh atau pembelajaran tatap muka di era pendidikan normal baru memiliki implikasi psikologis bagi siswa termasuk pada pelajaran matematika. Penelitian ini bertujuan untuk menemukan model konseptual implementasi manajemen kurikulum dalam pembelajaran matematika jarak jauh di SMP. Penelitian ini merupakan kualitatif dengan pendekatan deskriptif dengan data berasal dari 10 SMP, data diperoleh secara kolektif berupa wawancara dari narasumber. Data diolah dengan aplikasi atlas.ti 8 kemudian divalidasi dan melakukan triangulasi sumber sehingga muncul hasil penelitian yakni (1) strategi pelaksanaan manajemen kurikulum dalam pembelajaran matematika jarak jauh yang diterapkan di pimpin langsung oleh kepala sekolah dengan bentuk brakedown peraturan, (2) pembelajaran yang dilakukan oleh guru berdasarkan perencanaan yang telah disusun oleh guru pada awal tahun ajaran, (3) sarana prasarana untuk pelaksanaan pembelajaran sudah terpenuhi, (4) pelatihan yang diberikan pada guru sudah di program oleh kepala sekolah dengan periodik, (5) pembentukan kelas yang dilakukan berfungsi untuk mengelompokan peserta didik sesuai dengan minat dan kemampuannya, (6) kendala yang dihadapi oleh guru adalah sulit mengetahui eksperesi peserta didik saat pembelajaran, (7) kendala yang dihadapi oleh peserta didik adalah jaringan dan kuota yang dimiliki oleh peserta didik sehingga sulit memahami materi yang disampaikan oleh guru. AbstractThe implementation of distance learning or face-to-face learning in the new normal education era has psychologically affected the students, including in mathematics learning. This study aimed to find a conceptual model to implement curriculum management of distance learning in mathematics in junior high schools. This qualitative descriptive study collected data from 10 junior high schools. The data were obtained collectively by using interviews. The data was processed using the atlas.ti 8 application and then validated and triangulated the sources so that the results of the research emerged, namely, the implementation strategy of curriculum management of the distance learning in was directed by the school principal in the form of regulatory breakdown, learning carried out by the teacher based on the plan prepared by the teacher at the beginning of the school year, the infrastructure of the learning process was provided, the training provided to teachers was programmed by the principal periodically, the class distribution was based on the student’s interests and abilities, the obstacle faced by the teacher was that it was difficult to know the expressions of the students during learning, the obstacles faced by students was the internet quota and unstable network to such an extent that students were having difficulties to understand the materials delivered by the teacher.

Mathematical Knowledge Content in Junior High School Curriculum: A Comparative Study of the 2013 Curriculum and Merdeka Curriculum

“…From 2022 to 2024, three curriculum options from the Ministry of Education and Culture will be made available to academic institutions for use in learning, namely the curriculum of 2013, the emergency curriculum, and the curriculum of Merdeka (Anggraena et al, 2022;Annisa et al, 2022;Fatmawati, 2021;Sadewa, 2022;Syaputra, Hidayati, & Hasanah, 2023). The emergency curriculum simplifies the 2013 curriculum, which began to be implemented in 2020 during the Covid-19 pandemic (Dewi & Wajdi, 2021;Li et al, 2021;Yonafri & Gani, 2021).…”

Exion Math: An Interactive Digital Question Bank Design for Middle School Mathematics

“…Due to the high demand of technology, education, with no execption, is also affected by digitalization. Today's digitalization is required to be accepted and exposed to all parties (Cristiana, 2021;Syaputra, Hidayati, & Hasanah, 2023).…”

Realistic Mathematics Textbook Toward The Students’ Mathematical Generalization Skills

“…The results of TIMSS (Third International Mathematics and Sciences Study) in 2011 ranked Indonesian 8 th grader at the lower category, namely 38th out of 42 participating countries (Mullis et al, 2012: 150;Mulyo, Sari, & Syarifuddin, 2019). This shows that the implementation of the education, especially in the field of mathematics, has not been fully utilized (Tomy, Maimunah, & Yenita, 2021;Nurhasanah, Syafari, & Nurfaidah, 2022;Syaputra, Hidayati, & Hasanah, 2023). Furthermore, the reasoning skill of Indonesian students is also relatively low with an average of 388, and this is far below the international average score of 500 (Mullis et al, 2012: 150).…”