Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward

Abstract

This research aims to determine: (1) the processes of instructional management based on Curriculum 2013; (2) the constraints faced; and (3) the efforts of its solution in Elementary School in Malang City, Indonesia. This research used a qualitative approach. The research instrument is the researcher himself. Data collected by means interview, observation, and documentation. Informants in this research are supervisors, principals, and teachers. The findings of the research indicate: (1) the process of instructional management applied is from lesson activities plan, the implementation of learning activities, and learning evaluation; (2) the constraints faced by the teachers lesson plans are still not referring to the Curriculum 2013; application of learning the scientific approach by teachers less than optimal; teachers are less than optimal in applying the learning model; and teachers are not optimal assess student learning outcomes that cover three domains of learning that is the attitude, knowledge, and skills; and (3) an alternative solution of the problems faced is the need to organize assistance activities to teachers on the implementation of Curriculum 2013, which discusses the lesson plan, teaching models, scientific approach, and assessment of student learning outcomes.

Pemberdayaan Tenaga Administrasi Sekolah Menengah Pertama Kota Batu: Studi Deskriptif

“…Hal tersebut selaras dengan tuntutan beban kerja TAS saat ini, misalnya tugas administrasi Kurikulum 2013, pengelolaan data pokok pendidikan, dan administrasi kesiswaan (Gunawan, 2017a;Gunawan, 2016a). Oleh sebab itu, pemberdayaan harus linier dengan upaya peningkatan kesejahteraan staf (Gunawan dan Benty, 2007;Mursidik, dkk., 2013).…”

Evaluation of Authentic Assessment Implementation on Biology Learning at SMA Negeri in Semarang

“…The approach requires students to actively involve and use high order thinking skills in solving daily life problems (Hariatiningsih, 2016). 2013 curriculum learning emphasizes on affective, cognitive, and psychomotor aspects comprehensively in each learning (Machali, 2014;Gunawan, 2017). Student learning assessment process has purpose to find out levels of students' skills as well as their mastered competences.…”

Developing interactive questions to measure the higher-order thinking skills of senior high schools’ students

“…The objective of education in the 2013 Curriculum refers to the Ministrial Regulation of Education and Culture of Indonesia, Number 69 Year 2013 about the Basic Framework and Curriculum Structure of Senior High Schools and Islamic Senior High School, is to prepare Indonesian people to have life skills as individuals, citizens who are faithful, productive, creative, innovative and effective, as well as being able to contribute to the life of society, nation, state and world civilization (BSNP, 2013). However, the 2013 Curriculum in schools which have been determined by the government has not run properly (Gunawan, 2017;Kusaeri, 2014;Kustijono & Wiwin HM, 2017). Because the role of the teacher in the school is still too dominant as a disseminator of knowledge or a source of knowledge has not been based on students, so that it does not train the Higher-Order Thinking Skills (HOTS) of students (Istiyono, 2017;Istiyono, Mardapi, & Suparno, 2014).…”