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Curriculum 2013 is the development of the previous curriculum but emphasized on the improvement and balance between soft skills and hard skills that involve aspects of attitude, knowledge, and skill competencies. The implementation of Curriculum 2013 is not only applied to regulars schools or public schools but also special schools. The purpose of this study is to describe the implementation of the Curriculum 2013, the role of teachers, and the obstacles faced in the implementation of Curriculum 2013 against the children with disabilities in SLB D YPAC Surakarta. The result of this research can be concluded that 1) Implementation of Curriculum 2013 on the children with disabilities in SLB D YPAC Surakarta cannot be said perfect and there is some curriculum concept that used before. In this 2016/2017 school year almost all classes apply the Curriculum 2013 as a guide to the curriculum of learning, only the 12th grade still using KTSP, 2) the role of teachers in showing that teachers in the learning program already Make a set of learning such as annual program, semester program, details Effective weeks, and lesson plans (RPP). In addition, teachers who have a role as educators also guide students in learning that apply Curriculum 2013 identical to the scientific approach, teachers try to apply this scientific approach to children withdrawal even in the application has not run maximally because of the obstacles that accompany the child's impulsiveness, 3) problem faced with incomplete textbooks and students, inadequate educational media and a lack of understanding of teachers about the preparation of learning sequences based on the Curriculum 2013.
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)
The Implementation Of Curriculum 2013 In 1 State High School Secanggang2019 •
Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)
Curriculum Management and Inclusive Education Learning in Special Needs2019 •
JOEEL: Journal of English Education and Literature
The Implementation of Curriculum 2013: The Preparation and the Teaching Learning Process in the Classroom of SMP Negeri 2 Sepauk (A Descriptive Study on SMPN 2 Sepauk)ABTRACTThis research was aimed to describe the use of curriculum 2013 at the SMP Negeri 2 Sepauk, Sintang. It started from the preparation until the process of the teaching and learning process. This study discussed about the implementation of the curriculum, difficulty, and how to overcome the difficulty in teaching and learning using curriculum 2013. The subjects of this study are the English teachers, the principle, the vice principle of curriculum, and the seventh grade students. Furthermore, the writer used interview also observation checklist as the tools in obtaining the data. As the result, the implementation of curriculum 2013 has not been running as it supposed to be. The result of this study is expected to be informative to many educators such as teacher, reader, or students which are correlated with English Educational system and give a good image of the school’s condition in using curriculum 2013.Keywords: Curriculum 2013, Implementation, Students learning, English teac...
International Journal of Multidisciplinary Research of Higher Education
Curriculum Implementation in School of Inclusive EducationIn implementing the curriculum there are several stages, namely the planning, implementation and assessment stages. The curriculum used by inclusive education providers is modified according to the needs of the child. This paper aims to look at the implementation of the curriculum in schools providing inclusive education in the aspects of planning, implementing and evaluating learning as well as the factors that support and hinder the implementation of inclusive education. The research method used a qualitative approach with a descriptive method which was carried out at the Minangkabau Nature School and Junior High Schools in Padang. Data analysis techniques were carried out through observation, interviews and documentation studies. The results of this study indicate that; i) the first school has aligned the curriculum with assessments, individual learning programs and discussions with parents, teachers and principals while the second school has not aligned the curriculum, ii) the f...
Proceedings of the 3rd International Conference on Education and Training (ICET 2017)
Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward2020 •
This study aims to describe the teacher's problems in implementing the 2013 curriculum in SMA Negeri 1 Takengon. The research method uses descriptive qualitative. The aspects of the discussion include problems, efforts, supporting factors and obstacles in implementing the 2013 curriculum. Data collection techniques are applied through observation, interviews and documentation. The results showed that teacher problems related to time, learning media, a lot of administration had to be prepared, lack of student handbooks, difficult assessment standards especially aspects of attitude and knowledge. To overcome these problems, various efforts have been made such as: following training for teachers and students. The school provides funds; the school committee coordinates with parents. Supporting and inhibiting factors are also felt by teachers, but they continue to strive to implement the 2013 curriculum so that goals are achieved in accordance with what is expected in the 2013 curric...
2018 •
this study is aimed at describing the implementation of the 2013 curriculum in elementary schools in Sleman district of Yogyakarta. The research type is field research with qualitative approach. With a research subject on physical education teacher, sport, and health the research objects are the first and fourth grade thematic learning, conducted in academic year 2017/2018. Data collection is carried out by a method of observation, interview, and documentation, data analysis by Matthew B. Milles and A. Michael Huberman with flow models. The result of interdisciplinary integrative thematic learning is gotten from the physics, sports, and health teachers of first and fourth grade by integrating the dimension of attitude, knowledge, and skills into a unified whole. This integrative thematic learning provides an opportunity for students to develop three main domains of educational goals simultaneously from attitudes, knowledge and skills, enabling students to integrate information and t...
J-SHMIC : Journal of English for Academic
The Implementation of 2013 Curriculum at SMA Negeri 12 Pekanbaru2016 •
Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
The Implementation of Inclusive Education Policy for Disabled Student in Indonesia2019 •
International Journal for Educational and Vocational Studies
A Case Study of Curriculum Implementation and K-13 Challenges in IndonesiaThe K-13 curriculum has been implemented since July 2013 in several Indonesian schools and might have been in effect in all school arround 2014. The study was aimed to obtain information regarding teachers’ difficulties in impelemnting the curriculum 2013. The research was descriptive explorative research by means of qualitative data gathering which conducted from July 2016 to January 2018. The data on teachers’ difficulties in implementing the curriculum 2013 were gathered by means of interviews, observation, and focus discussion with elementary school teachers and the vice principals of curriculum in Tangerang City Indonesia. The result of the study showed that in implementing the curriculum 2013 , the teachers had more difficulties the content standard 35.2%, the process standard 25.3%, the assessment standar 20.0%, The teacher and educational personal standar 4.2%, the infrastructure standard 4.2%, the management standard 4.2%,the graduate compotence standard 3.90%, and the fund...
Physical Review A
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