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Introduction
A. Background
The curriculum is a very important learning tool for teachers as a guide in a learning.
education are made to facilitate the learning activities. The payload in the curriculum
teachers in teaching strategies. The same thing was said by Widodo Winarso
(2015:2): "Kurikulum ialah sejumlah mata ajaran yang harus ditempuh dan
dipandang sebagai pengalaman orang tua atau orang-orang pandai masa lampau,
The curriculum is a rule that is used to teach students to fit the purpose of education
in order to create quality human beings. For the curriculum must be flexible for the
needs of human qualities in the perspective of the work will change in every level
1
Widodo Winarso (Dasar Pengembangan Kurikulum Sekolah) 2015 Page 2
2
S. Nasution In (Pengembangan Kurikulum Dasar Dan Tujuannya) Page 17
3
Widodo Winarso (Dasar Pengembangan Kurikulum Sekolah) 2015 page 6
various examples and alternatives for action that is inspired by some of the ideas and
any adjustments that are considered important. According to Audrey Nicholls and
desired changes and assess the extent to which such change has occurred on
students.4
that has the purpose to balance the skills, attitudes and knowledge. Character
education becomes the focus of the curriculum in 2013, it became clear in the core
competition that includes religious and social attitudes on every all subjects. As said
Adam. “Semua muatan pelajaran bermuara ke arah sikap religius dan sikap sosial
4
Oemar hamalik in (pengembangan kurikulum dasar dan tujuannya) page20
5
Sukardjo, M ,, et al. Idi Abdullah. Fitri Wahyu. Taqwim Islami. Priest. In In (KURIKULUM DARI
MASA KE MASA (Telaah Atas Pentahapan Kurikulum Pendidikan di Indonesia) by Fitri wahyuni page
233-237
yang baik. Sikap-sikap ini bukan sekadar menjadikan religiusitas dan sosial
learning. However, there are many teachers who are still experiencing difficulties
a high manners.
science. "7
In this curriculum was students who will play an important role in learning in a
classroom, students are given a problem then they will resolve the issue by using
This makes it difficult for teachers to change the perspective of student learning in
the previous curriculum, which students are usually taught by using lecture methods
Apart from teachers, students also have difficulty in implementing learning with
6
Risky ramdan (Monday, November 27, 2017 | 2:15 pm) Pendidikan Karakter Menjadi Fokus
Utama Pada Kurikulum 2013, 6 July 2018, <https: // HAI-online.com / Pendidikan- Karakter
Menjadi- Fokus- Utama -Pada -Kurikulum -2013 />
7
REGULATION OF THE MINISTER OF EDUCATION AND CULTURE OF THE REPUBLIC
OF INDONESIA NUMBER 103 OF 2014 ON LEARNING ON EDUCATION AND
SECONDARY EDUCATION.
scientific approach. Students have difficulty in formulating questions. It also
have difficulty in applying what is taught by the teacher as in attitude. Students are
still difficult in using learning media so that teachers need to do guidance and also
outside Java island that the distribution is quite old and not just in order because the
publisher of the book that gets permission to print the handbook of 2013 curriculum
is still small. In addition, In the learning process, the allocation of time used by
teachers often exceeded the plans made or not in accordance with the RPP made.
This happens because time allocations are often interrupted with other lessons so
that learning should continue the next day. In addition, teachers also have difficulty
in making the media because many activities that use the media then the teacher
difficult to make and get it. Furthermore students, teachers also still need to provide
B. Focus of research
Based on the above description, the author would like to see "What are the
school.”
8
hasil wawancara dengan guru bahasa inggris di smp 3 sumalata
C. Research question
there is no book.?
3. are the english teachers have not been able to guide students formulate
questions.?
5. are the english teachers difficult to adjust the allocation of time between RPP
Based on the identification of the problems described above, the researcher will
determine the focus of the research, as the scope of this research is about ;
School".
1. Theoretical benefits
a. Benefits to Master
Providing knowledge to students about the problems that exist in junior high school,
activities.
Knowing the field conditions related to the difficulty in implementing the 2013
The results of this study are expected to improve the motivation of learning and
Theoritical review
A. Curriculum
1. Definition of curriculum
The term of the curriculum comes from the Latin Curriculum its beginning has a sense
of a running course and in French courier which means to run means running. The term
is then used for a number of subjects or courses that must be pursued to achieve a degree
This is in line with what Professor Grace Chibiko Offorma said “The term curriculum
has been differently defined by different people. These definitions are dependent on
their different conceptions of education and the functions of school and the types of
products they expect from educational institutions. The origin of the word curriculum
was from the Latin word 'currus', which means to run a race. This means that once a
child starts to learn, he/she begins to run the race. This race is comprehensive in nature
because, in the course of the race, the child or the learner encounters a lot of
experiences are provided to produce the total man. The experiences may be formal and
planned or informal and accidental or unplanned. In the course of the race, the child
may also encounter some obstacles which he/she must surmount either through his/her
9
Abdullah Idi, Pengembangan Kurikulum Teori Dan Praktek (Jakarta: Gaya Media
Pratama, 1999), in PENGEMBANGAN KURIKULUM- DR. H. Hasan Baharun
M.PD dkk page 2
efforts or by the assistance of someone else to enable him/her to attain the expectations
According to Taylor (1966) curriculum means all the learning which is planned or
Kerr (1968) says, "Curriculum means all the learning which is planned or guided
the school”.11
In the dictionary webster's New International Dictionary that the word curriculum
derived from the Greek curikula which originally meant a way to pedati or race.
This term is then used in education into roads, businesses, activities to achieve
teaching objectives. Then the term develops into a number of subjects (syllabus)
(Sisdiknas) no. 20 of 2003 that the curriculum is: "A set of plans and arrangements
concerning objectives, content and lesson materials and ways used as guidelines for
10
Professor Grace Chibiko Offorma APPROACHES TO CURRICULUM DEVELOPMENT
page 77
11
Ms. Megha Sahebrao Jadhav. Dr.(Ms) Pratibha S Patankar- ROLE OF TEACHERS’
IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION page 5
12
DR. H. Hasan Baharun M.PD dkk. PENGEMBANGAN KURIKULUM page 2
13
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sintem
Pendidikan Nasional, (Bandung: Citra Umbara, 2003), in PENGEMBANGAN
KURIKULUM - DR. H. Hasan Baharun M.PD dkk.
2. Function of Curriculum
Adjustment function implies that the curriculum as an educational tool must be able
to direct students to have a well adjusted nature, that is able to adapt itself to the
changing and dynamic. Therefore, students must also have the ability to adapt to
The integration function implies that the curriculum as an educational tool must be
integral part of society. Therefore, students must have the personality needed to be
has a difference, both from the physical and psychological aspects, which must be
The preparatory function implies that the curriculum as an educational tool should
be able to prepare students for further study to the next level of education. In
The selection function implies that the curriculum as an educational tool should be
able to provide opportunities for students to choose learning programs that suit their
abilities and interests. This election function is closely related to the function of
that they also provide opportunities for these students to choose what suits their
interests and abilities. To realize these two functions, the curriculum needs to be
The diagnostic function implies that the curriculum as an educational tool should
be able to assist and direct the students to understand and accept the strength
(potential) and weaknesses they have. If the student is able to understand the
strengths and weaknesses that exist in him then it is expected that students can
4. CURRICULUM ROLE
According to Oemar Hamalik (1990), there are three important curriculum roles,
namely conservative role, creative role, and critical / evaluative role. Please
consider the description of the curriculum role below, then discuss with your friends
14
Asep Herry Hernawan-HAKIKAT KURIKULUM,8-9
a. Conservative Role
The conservative role emphasizes that the curriculum can serve as a means of
transmitting or passing on cultural values of the past that are still considered
relevant to the young generation, in this case the elementary school students. Thus,
this conservative role essentially places a curriculum oriented to the past. This role
is very basic, adapted to the fact that education is essentially a social process, in
which one of the tasks of education, namely to influence and foster student behavior
b. Creative Role
The development of science and technology and other aspects always happen all
the time. The creative role emphasizes that the curriculum must be able to develop
something new in accordance with the development that is happening and the needs
of society in the present and the future. The curriculum should contain things that
can help each student develop all the potential that is in him to gain new knowledge,
This role is motivated by the fact that the values and culture that lives in the
community are constantly changing so that the inheritance of past values and
culture to the students needs to be adjusted to the conditions that occur in the
present. In addition, developments that occur in the present and the future is not
the curriculum not only passes on existing values and cultures or implements new
developmental results, but also has a role to assess and select the values and culture
and new knowledge to be passed on. In this case, the curriculum has a role as a
control or social filter. Social values that are no longer compatible with present
made.15
education.16
defines what the learner will learn and can possibly guide when the learner learns
the information from the lesson. A curriculum offers teachers the ideas and
strategies for assessing student progress. A student must meet certain academic
teachers cannot be certain that they have supplied the necessary knowledge or the
opportunity for student success at the next level, whether that the levels involve a
high school, college or career. Curriculum can help students to achieve some
personal control over their learning, to plan their semester, and to manage their time
15
Asep Herry Hernawan-HAKIKAT KURIKULUM,10-11
16
E. Mulyasa, Menjadi Guru Profesional. (Bandung: Penerbit PT Remaja Rosdakarya, 2008). In
PENGEMBANGAN KURIKULUM- DR. H. Hasan Baharun M.PD dkk
the acquisition of correct information, but they may not know what it means to take
an active role in the process, beyond rote memorization and recall, students should
be given some idea about what they should already know and what skills they
should already have before taking course so they can realistically asses their
readiness, sets the course in a Broader Context for Learning, describes Available
Learning Resources.17
In a broad sense, the teacher assumes roles as a cognitive measure, as a moral agent,
The teacher's job is generally to pass on knowledge and skills to students. The things
that will be inherited it must necessarily be in accordance with the measures that
have been determined by the community and is a picture of the social, economic,
and political conditions of the community concerned. Therefore, the teacher must
meet the size of ability needed to carry out his duties so that students can achieve a
high educational measure. Teaching result is the result of interaction between the
elements, motivation and ability of the student, the content or subject matter
presented and learned by the student, the teacher's skill convey and the teaching
The teacher acts as a moral agent of society because of its function of educating
citizens to literacy, clever numeracy, and has a variety of other cognitive skills.
17
Ms. Megha Sahebrao Jadhav. Dr.(Ms) Pratibha S Patankar- ROLE OF
TEACHERS’ IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION page 5
Such skills are viewed as part of the moral educational process because a well-read
and experienced society will try to avoid itself from criminal acts and take care of
the size of society. Teacher is also a picture as well as a role as a political agent.
Teachers convey the attitude of culture and political action menmen society to the
younger generation. The powers of society are delivered in the process of teaching
in the classroom.
c. Teacher As an Innovator
changing and developing in all aspects. These changes and developments demand
the innovation of education which gives rise to new and qualitative materials
different from the previous ones. The responsibility for implementing the
innovation, among others, lies in the providers of education in schools, and teachers
play a major role. Teachers are responsible for disseminating new ideas to students
In performing their duties, the teacher may not work alone and rely on his ability
system.18
18
Anas Salahudin, Bimbingan dan Konseling (Bandung: Penerbit Setia Pustaka, 2012),
in pengembangan kurikulum - DR. H. Hasan Baharun M.PD dkk,5-7
4. Kurikulum 2013
frameworks of competence and character in learners. That is, this curriculum tries
qoutient. Furthermore Loeloek Endah (2013: 286) emphasized that the kurikulum
2013 emphasized the development of abilities and skills and aspects of character in
carrying out tasks with certain performance standards, so that the results could be
with a very broad dialogical space between teachers and students, so that this space
provides freedom for students to actualize their potential and construct their
19
normative-spirituality knowledge, values and norms.
The basic thing from the 2013 curriculum, according to Mulyoto is the problem of
the approach to learning. So far, the approach used is material. So the material is
given to students as much as possible so that they master the material to the fullest.
Even for the sake of mastery of the material, drilling has been given since the
beginning, long before students face the national exam. In this type of learning,
learning objectives of learning objectives are achieved more to the kgnitif aspect by
19
PENGEMBANGAN KURIKULUM 2013 DALAM PARADIGMA PEMBELAJARAN
KONTEMPORER- A. Sulaeman,76-78
These three aspects have actually been emphasized in our curriculum so far. At
at the time of the 2006 Curriculum, through character education, the affective
the praxis plain, only the cognitive aspects are pursued. The reason is that the
curriculum is not guarded by a synergistic policy, but instead is stamped with the
The national exam questions only test the achievement of cognitive aspects.
Achievement of psychomotor and affective aspects can not be measured using this
test. Though this test is the determinant of graduation. So the learning that happens
the outset students have been accustomed to facing questions of the national exam
model. Learning refers to the basic competencies that will be tested in the national
exam. In fact there are also teachers who use the national exam questions that have
national exam, the teacher gives a national exam to the students. Anything that has
obtained from report cards each semester. Because report card values as a result of
learning evaluation contain all three aspects, the learning will also be given
thoroughly in all three aspects. With the removal of the national examination, the
preparing lesson plans, implementing learning activities and carrying out evaluation
System.20
1. Philosophical Ground
development.
curriculum as follows:
1. Education is rooted in the culture of the nation, the life of the present and the
foundation of future life.
20
Mulyoto, Strategi Pembelajaran di Era Kurikulm 2013, in e-journal KERANGKA
DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI,
Nomor 1, Januari - Juni 2017),16-17
3. Education provides a basis for students to participate in building present life.
2. Juridical Foundation
foundation and juridical decision in the field of education. The juridical foundation
of the curriculum is Pancasila and the 1945 Constitution, Law number 20 of 2003
learning methods based on the nation's cultural values to shape the foreign
21
S. Hamid Hasan, Workshop/ kurikulum 2013 di SMP 19/materi pelatihan IPS kur
2013/penyegaran narsum 2013/milenium 26-28 Juni 2013, in e-journal KERANGKA DASAR
DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari -
Juni 2017),17
Some juridical basis of the Act as follows:
3. Law no. Law No. 17 of 2005 on national long-term development plans, together
with the provisions set forth in the national medium-term development plan, and
education standards.
3. Conceptual Basis
a. Relevance of education
c. Contextual learning
d. Active learning
4. Theoretical foundation
education that sets national standard as the minimum quality of learning result
applicable for each curriculum. National quality standards are stated as Graduates
22
E. Mulyasa, Pengembangan dan Implementasi Kurikulum 2013 (Bandung: PT. Remaja
Rosdakarya, 2013), , in e-journal KERANGKA DASAR DAN LANDASAN
PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),18
Competency Standards. Standart Competency Graduates are the minimum quality
5. Empirical Platform
remains in place, or even retreats. Such matters indicate the need to change the
curriculum orientation by not burdening the learners with the content, but on the
essential skills aspect that all citizens need to participate in developing the
In one educational system, the curriculum is dynamic and should always be done
Curriculum 2013 aims to prepare Indonesian people to have the ability to live as
individuals and citizens who are faithful, productive, creative, innovative, and
affective and able to contribute to the life of society, nation, state, and world
civilization.24
23
e-journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,(
Volume VI, Nomor 1, Januari - Juni 2017),18-19
24
ibid
D. Characteristics Of The Curriculum
1. Science-based curriculum
studies subjects are subject matter for all lessons (science and social studies
mathematics lessons
matter.
learning.
of subjects is 7:
Religious education,
Indonesian,
Mathematics,
Scout
Allocation of time lessons
class II = 32 hours,
25
tunas63.wordpress.com/2012/11/16-karakteristik-kurikulum-baru-2013/ (Diakses 14 mei 2016). In
journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN
KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),19-20
1. The content or curriculum content is a competency expressed in the form
Competencies (KD).
that students must learn for a school, class, and subject level.
in a particular class.
approach.
Cognitive and psychomotor skills are the ability to master content that
can be trained. While the attitude is the ability to master content which is
high school
(16/10/2014).
Second, said Tuti, the teachers still have difficulty implementing the
elementary to junior high, high school to high school, high school to college.
"It's a surprise to see the PISA results, but it's been a long time ago and it's
26
Abdima.blogspot.com./2013/02/karakteristik-kurikulum-berbasis.html. (accessed 14
Mei 2016). ). In journal KERANGKA DASAR DAN LANDASAN
PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni
2017),20-21
reasoning, trying, and networking, which is often missed," said Lecturer at
The third obstacle, said Tuti, is to make students active. Because, in the 2013
questions. Unfortunately, not all teachers have been able to implement it. 27
27
https://news.okezone.com/read/2014/10/16/65/1052959/tiga-masalah-guru-dalam-
implementasi-kurikulum-2013-(accessed 15-072018)
Chapter III
Methodology Of Research
Judging from its kind this research is qualitative research. According to Bogdan and
penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-
orang dan perilaku yang dapat diamati".28 Qualitative research aims to gain deep
of the research, choose information as a data source, collect data, assess data
quality, analyze data, interpret data and make conclusions on its findings.29
analytical procedures that do not use statistical analysis procedures or other ways
The implementation of this research is in the even semester of the 2018/2019 learning year.
The location that was used as the object of this study was at SMP GORONTALO UTARA.
28
1Lexy J. Meleong, Metodologi Penelitian Kualitatif,(Bandung: Remaja Rosdakarya, 2007), 4
29
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2011), 306
30
Lexy J. Meleong, Metodologi Penelitian Kualitatif,3.
C. Instrumen Of Research
observation, the observer only plays a role in observing the activities, not
2. interview
According to Esterberg (2002), in Sugiyono "The interview is a meeting of two people to
exchange information and ideas through question and answer, so that it can be constructed
meaning in a topic." Esterberg also put forward several kinds of interviews, namely
3. Documentation
According Sugiyono (2013: 240) document is a record of events that have passed.
Documents can be in the form of writing, pictures, or monumental works from a person.
policies. Documents in the form of images such as photos, live pictures, sketches and
others. Documents in the form of works such as works of art, which can be images,
sculptures, films and others. Document study is complementary to the use of observation
31
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, hlm. 317-320
32
ibid
D. Sampel of Data Source
1. Observation
This method is used to obtain data and collect information about the problematics
2. Interview
find the problem more openly, in which the interviewees are asked for opinions and
ideas. This method is used to collect data on the implementation of the 2013
3. Documentation
Subjects
f. Documents on the value and achievement of learners Learners in English subjects
and students).
In this analysis the researcher uses three types of analysis, namely data reduction, display
(data presentation), and data verification or conclusion.
1. Data reduction
This initial step to facilitate an understanding of what has been collected, data
reduction is defined as the process of selecting and simplifying rough data obtained
from written notes from the field. Data reduction is done by grouping data based on
2. Display
the next data it must be done data verification by studying existing data. The
provide the possibility of drawing conclusions and taking action. The data has been
reduced, then presented in the form of description based on aspects and research,
Conclusions and verification are carried out based on an understanding of the data
that has been collected. In qualitative research, this conclusion is carried out in
stages, first drawing a temporary conclusion and will change if strong data is found
that supports the collection stage. Based on this data verification, the researcher