Mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in Indonesia

Abstract

This study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the Padang city. This research uses a quantitative approach by using purposive sampling technique. Piloting school in question is spread over a number of districts in Padang with a sample of 45 peoples. The results showed that in the mastery of pedagogy competence as 52.00% of teachers have been ready for the implementation of the curriculum 2013. Traced deeper through an interview obtained results that are a weakness of teachers less able in; (1) managing the class, (2) enabling students trough the learning process, (3) varying the learning strategy. It is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal.

Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives

“…Results of the current research declared that the Pakistani physics teachers make more use of discussion for curriculum implementation that is consistent with other studies (Achuonye, 2015;Buabeng et al, 2014;Fernandez, Ritchie, & Barker, 2008;Oguta, 2014) which show that discussion method is effectively used at secondary level for physics curriculum implementation. Results of the current study exhibited teachers' use of inquiry teaching influence on physics curriculum implementation that consistent with results of other studies (Achuonye, 2015;Minner et al, 2010;Ramnarain et al, 2016) inquiry engages learners in mental process to enhance understanding about nature of science for drawing conclusions, which are consistent with the results of the current research and other studies as well (Achuonye, 2015;Carpenter, 2006) project work involves learners in applying knowledge in the real world, which supports with the results of the current research and consistent with the results of the studies of (Barrett, 2007;Bentri, 2017) and is inconsistent with study of Dyer (2008) due to insufficiency of instructional materials, contextual conditions and high students-teacher ratio, inconsistent with the study of Dancy and Henderson (2010) due to gap between physics curriculum and classroom pedagogical practices.…”

Towards the Curricular Freedom in the Time of Pandemic: A Literature Review

“…While it is reasonable to think so, other competences are equally significant. Professional competence is needed to execute the content created as well as working with education technology [12]. Social and personality competence are not less important as teachers have to be even more sensitive, sympathetic, and effectively interact with the students and parents [13].…”

Information services using a scientific approach to prevent the tendency of student physical bullying

“…Information Services can be provided using various approaches, including using a scientific approach. The scientific approach is the direct approach provided in the 2013 curriculum (Bentri, 2017). This approach provides students with opportunities to explore and elaborate on the material being studied and provides opportunities for students to actualize their abilities through learning activities designed by educators (Rusman, 2015).…”