The Experiences of Foundation Phase Teachers in Implementing the Curriculum

Makeleni, Nomvuyiso Theorin; Sethusha, Mantsose Jane

doi:10.5901/mjss.2014.v5n2p103

Cited by 18 publications

(16 citation statements)

References 20 publications

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“…Nenty et al (2007) and Hwa and Lim (2008) highlighted that assessment plays a major role in mathematics education. One of the factors which influence the effectiveness of assessment is the understanding and knowledge of teachers on how assessment being carried out in the education system (Makeleni & Sethusha, 2014;Rasidayanty, 2014). Rasidayanty (2014); Makeleni and Sethusha (2014), argue that teachers need proper programme and training to enhance their knowledge on assessment to improve assessment in schools and classrooms.…”

Section: Level Of Knowledge and Practice Of The Teachers From The Aspmentioning

confidence: 99%

“…One of the factors which influence the effectiveness of assessment is the understanding and knowledge of teachers on how assessment being carried out in the education system (Makeleni & Sethusha, 2014;Rasidayanty, 2014). Rasidayanty (2014); Makeleni and Sethusha (2014), argue that teachers need proper programme and training to enhance their knowledge on assessment to improve assessment in schools and classrooms. Every teacher needs in-depth knowledge and skills to assess students in accordance with the specific strategy that is only appropriate for assessing specific objective (Hammond, 2006).…”

Section: Level Of Knowledge and Practice Of The Teachers From The Aspmentioning

confidence: 99%

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Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Abdullah

Mokhtar

Halim

et al. 2016

EURASIA J MATH SCI T

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This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA). The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect. Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.

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Section: Level Of Knowledge and Practice Of The Teachers From The Aspmentioning

confidence: 99%

Section: Level Of Knowledge and Practice Of The Teachers From The Aspmentioning

confidence: 99%

Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Abdullah

Mokhtar

Halim

et al. 2016

EURASIA J MATH SCI T

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“…Pakar-pakar kurikulum menyarankan adanya monitoring dan evaluasi. Pada implementasi kurikulum, guru sebaiknya dimonitor dan didukung agar fokus pada kualitas pembelajaran (Makeleni & Sethusa, 2014). Hasil monitoring ini dapat dijadikan bahan untuk perbaikan pelaksanaan kurikulum dan juga proses pengembangan kurikulum (Hussain, Adeeb, Aslam, 2011).…”

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Hambatan Guru Matematika Sekolah Menengah Pertama Dalam Menerapkan Kurikulum Baru

Retnawati¹

2016

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Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum

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“…From the explanation above, it can be seen that there are many factors influence the implementation of authentic assessment like the basic training teachers received, lack of curriculum interpretation, inadequate resources, poor infrastructure, and overcrowding (Makeleny et al, 2014). They found that the basic training affected teachers' knowledge and understanding of curriculum principles, instructional planning, teaching and learning, and assessment practices in that some teachers were unable to meet the requirements of curriculum implementation.…”

Section: Discussionmentioning

confidence: 99%

Discrepancy Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in EFL Classroom at SMA Negeri 1 Kuta Utara, Badung

Suastini¹

2018

jpbi

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This study aimed at analyzing the discrepancy between the ideal authentic assessment implementation and the real implementation in a Senior High School EFL class at senior, and describing the teachers’ belief on authentic assessment. The study was conducted in SMAN 1 Kuta Utara, Badung. There are two research questions which become guidelines of this study: a) the extent of the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Kuta Utara based on Curriculum2013; b) the EFL teachers’ belief on the authentic assessment based on Curriculum 2013. The research employed Discrepancy Evaluation Model by Provus modified by Marhaeni (2012). The data were collected through observation sheet, questionnaire and interview. The obtained data were analyzed using descriptive statistics of Ideal Theoretical Reference. The research found that in self-assessment, the discrepancy was big (77,22%); in performance assessment, the discrepancy was kecil (10.04%);in project assessment, the discrepancy was very big (5.5%), and in portfolio assessment, the discrepancy was big (66.26%). In general it can be concluded that the discrepancy in authentic assessment implementation in EFL classroom at SMAN 1 Kuta Utara was categorized as moderate (46.19%). In contrast with the finding of discrepancy of authentic assessment, the finding in teachers’ belief is positive (65.56%). These findings indicate that teachers’ belief are positive toward authentic assessment but they did not optimally implement authentic assessment.

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The Experiences of Foundation Phase Teachers in Implementing the Curriculum

Abstract: This article seeks to explore experiences of foundation phase teachers in rural schools

Cited by 18 publications

References 20 publications

Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

Hambatan Guru Matematika Sekolah Menengah Pertama Dalam Menerapkan Kurikulum Baru

Discrepancy Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in EFL Classroom at SMA Negeri 1 Kuta Utara, Badung

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