Problems in 2013 Curriculum Implementation for Classroom Teachers in Madrasah Ibtidaiyah

Abstract

2013 curriculum still becomes a problem which needs a solution as soon as possible so that the objectives of the 2013 curriculum can be achieved optimally. Starting from the facts above, encouraging researchers to conduct quite complex and in-depth research about contemporary problems experienced by classroom teachers in the application of the 2013 curriculum in the field and solutions for classroom teachers in facing the implementation problems of 2013 curriculum. In this study, researchers used qualitative methods using several data collection techniques, namely: observation, interviews, and documentation. Data sources in this study focused on classroom teachers. The data analysis technique uses Miles and Huberman. The findings from the research results are quite significant on the contemporary problem of the application of the 2013 curriculum, including 1) government problems, 2) institutional problems, 3) classroom teacher problems, 4) student personal problems, and 5) problems of understanding guardians. While, the solutions for classroom teachers in facing the implementation problems of 2013 curriculum, namely 1) the need for efforts from the government in improving teacher competence, 2) the establishment of cooperation with more competent institutions such as universities, and 3) the establishment of maximum communication between schools, students, and guardians of students with parenting frames. With these efforts, it is expected that the implementation problems of 2013 curriculum in the Islamic elementary school can be overcome.

Teachers’ Strategies in Developing and Measuring Students’ Communication Skills

“…Lack of teacher's awareness to develop their competence personally forces the government to facilitate educators with various types of training and seminars. This is in line with the opinions expressed by Retnawati, Hadi, Nugraha (2016), Setiadi (2016); Arif & Sulistianah (2019) who say that the government and schools need to facilitate teachers with various training, seminars, and others as teachers' efforts to understand the curriculum and improve the quality of learning.…”

Pemberdayaan Berbasis Asset Based Community Development untuk Meningkatkan konpetensi Profesional Guru Madrasah di Era Industri 4.0

“…Hal ini selaras dengan penelitian (Taja et al, 2019), bahwa dengan banyaknya mata pelajaranyang menekankan pada hafalan dan harus diikuti oleh peserta didik maka guru madrasah dituntut untuk kreatif dan inovatif dalam mengemas teknik pembelajaran yang menyengkan meliputi kegiatan menyimak, bermain dan bercerita. Guru madrasah juga selayaknya memiliki kempuan dalam mengelola kelas juga kreatif dalam menyuguhkan materi (Arif & Sulistianah, 2019). Oleh karena itu maka upaya yang dilakukan dalam pengabdian ini dimulai dari penyadaran dampingan akan pentingnya programvuntuk diikuti.…”

Pembentukan Karakter Religius Di Madrasah Ibtidaiyah Berbasis Pesantren

“…Untuk mengatasi kendala tersebut setiap kali ada pertemuan mengadakan kegiatan parenting untuk memberikan pencerahan dan pengertian agar persepsi orang tua tidak salah pemahaman dengan apa yang dilakukan pihak sekolah dalam mendidik anak-anak ketika di sekolah. (Arif & Sulistianah, 2019) tanpa diberi perintah, dan ketika mendengar adzan langsung menuju ke masjid. k. Melalui hafalan do'a sehari-hari membuat anak-anak mempunyai karakter sosial.…”