Indonesian Teachers’ Implementation of New Curriculum Initiatives in Relation to Teaching Writing in Lower Primary School

Sulfasyah, Sulfasyah; Haig, Yvonne; Barratt-Pugh, Caroline

doi:10.5296/ije.v7i4.8265

Cited by 14 publications

(13 citation statements)

References 21 publications

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“…Guru merupakan komponen yang sangat penting dalam mengoptimalkan hasil proses belajar mengajar (Fullan, 2007;Sulfasyah, Haig & Barratt-Pugh, 2015). Guru berfungsi sebagai komunikator yang menyampaikan materi pelajaran kepada siswa.…”

Section: Pendahuluanunclassified

Pengaruh Penggunaan Media Gambar Terhadap Hasil Belajar Bahasa Indonesia Pada Siswa Kelas Iv Sekolah Dasar

Akbar

Tarman

2018

Pendidikan Dasar

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Penggunaan media gambar sangat membantu untuk meningkatkan hasil belajar siswa, Karena melibatkan seluruh potensi yang dimiliki oleh siswa. Tujuan dari penelitian ini untuk mengatahui pengaruh penggunaan Media gambar terhadap hasil belajar Bahasa Indonesia, Karna hasil belajar siswa kelas IV SD Negeri Sungguminasa III Kecamatan Somba Opu Kabupaten Gowa tergolong rendah dengan nilai 6,83. Jenis penelitian yang digunakan adalah pre eksperimental dengan jenis one group pre test-post test design. Teknik yang digunakan untuk mengumpulkan data adalah teknik tes. Data yang dikumpul akan dianalisis dengan menggunakan teknik statistik deskriptif jenis uji t-tes. Hasil penelitian ini menunjukkan bahwa penggunaan media gambar pada proses pembelajaran pada hasil belajar berpengaruh. Hal ini tampak pada tingkat kemampuan siswa sebelum menggunakan metode pembelajaran yaitu hanya mencapai 6,83, selanjutnya setelah menggunakan media gambar pada proses pembelajaran mencapai nilai rata-rata yang diperoleh sebesar 16,35. Hal ini berarti bahwa tingkat kemampuan siswa meningkat. Pengaruh media gambar dalam proses pembelajaran diketahui pula berdasarkan hasil perhitungaan uji t. Hasil penelitian diperoleh, tHitung= 16,41 dan tTabel= 3,792 maka t Hitung ≥ tTabel atau 16,41≥ 3,792. Sehingga dapat disimpulkan bahwa Ho di tolak dan Ha diterima. Ini berarti bahwa penggunaan media gambar dapat memberi pengaruh dalam meningkatkan kemampuan siswa pada pelajaran Bahasa Indonesia. The use of image media is very helpful to improve student learning outcomes, because it involves all the potential possessed by students. The purpose of this study to mengatahui effect of the use of media images of learning outcomes Indonesian, Karna student learning outcomes fourth grade SD Negeri Sungguminasa III Somba Opu District Gowa is low with a value of 6.83. The type of research used is pre experimental with type one group pre test-post test design. The technique used to collect data is a test technique. The collected data will be analyzed using descriptive statistical technique of test t-test type. The results of this study indicate that the use of image media on the learning process on learning results have an effect. This is seen in the level of students' ability before using the learning method that is only reached 6.83, then after using the media images on the learning process to reach the average value obtained for 16.35. This means that the level of student ability increases. The influence of image media in the learning process is also known based on the results of t test calculation. The results obtained, t = 16.41 and tTable = 3.792 then t Count ≥ tTable or 16.41 ≥ 3.792. So it can be concluded that Ho is rejected and Ha accepted. This means that the use of image media can have an effect on improving students' skills in Indonesian language.

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Section: Pendahuluanunclassified

Pengaruh Penggunaan Media Gambar Terhadap Hasil Belajar Bahasa Indonesia Pada Siswa Kelas Iv Sekolah Dasar

Akbar

Tarman

2018

Pendidikan Dasar

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“…The coding scheme (Table 1) employed for the content analysis was based on the range of writing activities found in a study about writing in lower primary school in Indonesia conducted by Sulfasyah et al (2015). Additional categories were added based on the results of an initial survey given to 30 teachers of Grade 1 about the writing activities they conducted in their classrooms.…”

Section: Methodsmentioning

confidence: 99%

Writing Lessons in Grade 1 Indonesian Thematic Textbooks: A Content Analysis

Sulfasyah

Bahri

Saleh

2018

Indonesian J. Appl. Linguist

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The Ministry of Education and Culture of Indonesia has launched a new curriculum, the 2013 Curriculum. It promotes a transition from a traditional learning approach to a more progressive one that appears to reflect a constructivist approach. To ensure the successful implementation of the new curriculum, the Ministry produced compulsory textbooks for teachers and students. This study is aimed at revealing the presentation of writing lessons in the compulsory textbooks for Grade 1 that reflects the underlying theory of the 2013 Curriculum. The study analysed the frequency of writing lessons in the textbooks. It also analysed the types and the focus of writing activities in the lessons by using a content analysis. The sample consisted of eight textbooks of Grade 1. Each book consists of 24 lessons. Therefore, 192 lessons were analysed in this study. The results of the content analysis show that writing lessons in the textbooks, to a great degree, are still influenced by a traditional view of learning, especially those in the first two books used in Semester 1. In fact, the new curriculum appears to promote a constructivist approach. The findings suggest that there was inconsistency between the theory underpinning the writing lessons in the textbooks and the theory required by the 2013 Curriculum. In light of these findings, the study considers practical implications to increase the teaching of writing in Grade 1 based on the 2013 Curriculum Framework.

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“…With regard to the roles of each department, the provincial level is mandated to create and control every operational policy that is appropriate to local situations, developing and implementing programmes, and monitoring and arranging the provision of facilities to support education. One example of the role of the Provincial Education and Culture Department is in developing and conducting programmes such as the Professional Development (PD) of education personnel (Huda, 2016) to assist the implementation of the current curriculum in Indonesia (Curriculum 2013) (Sulfasyah et al, 2015). In this PD programme, teachers from across a regency in one province are selected based on their subject specification, and given curriculum training, in the hope that they will spread their understanding of how best to implement it (Burstein et al, 2014) to fellow teachers in their school.…”

Section: Educational Decentralisation Systemmentioning

confidence: 99%

“…Not long after that, further improvements were made by the Indonesian Department of Education to enhance the teaching and learning processes. Within just two years of KBK's introduction, in 2006, the government announced that the new curriculumthe school-based competence or Kurikulum Tingkat Satuan Pendidikan (KTSP) curriculumwould be implemented as an educational framework across the nation (Sulfasyah et al, 2015). Muslich (2007) explains that under the KTSP, schools were allowed to develop their own school-based syllabus by referring to the standard competencies and standard content as outlined in the main curriculum.…”

Section: School-based Curriculummentioning

confidence: 99%

An Empirical Studies on Indonesian English-Curriculum Changes: Opportunities and Constraints in an Underdeveloped Region

Riadi¹

2019

ITJ

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Ever since Indonesia adopted English as its foreign language in 1945 to be taught in schools, some changes have been made to achieve the national goal of learning the language. These changes were made following the teaching methodologies evolution around the world and later implied in the Indonesian English-curriculum. As the consequence of the implementation, the executor of this curriculum – teachers, in this regard – had to undergo some adjustments regardless of in which region they were teaching. The disparity of the curriculum properties (teacher training, textbooks, etc.) distribution was quite evident in the majority of areas in Indonesia. Therefore, this article examines several opportunities and constraints aimed to provide better insights from the rural-area teachers concerning the curriculum implementation. This research used historical and documentary research in the context of literature on curriculum and teachers’ perception towards some curriculum renewal. The article concludes that despite having a number of changes, the stakeholder appears to fail in addressing the primary need of and providing some adequate assistance for the teachers in underdeveloped regions in readjusting to the change, resulting in the disproportion and disparity compared to those who teach in developed cities.

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Indonesian Teachers’ Implementation of New Curriculum Initiatives in Relation to Teaching Writing in Lower Primary School

Cited by 14 publications

References 21 publications

Pengaruh Penggunaan Media Gambar Terhadap Hasil Belajar Bahasa Indonesia Pada Siswa Kelas Iv Sekolah Dasar

Pengaruh Penggunaan Media Gambar Terhadap Hasil Belajar Bahasa Indonesia Pada Siswa Kelas Iv Sekolah Dasar

Writing Lessons in Grade 1 Indonesian Thematic Textbooks: A Content Analysis

An Empirical Studies on Indonesian English-Curriculum Changes: Opportunities and Constraints in an Underdeveloped Region

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