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KUMPULAN KARYA ILMIAH BAHASA INGGRIS TENATNG PENDIDIKAN SEKOLAH

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Judul : KUMPULAN KARYA ILMIAH BAHASA INGGRIS TENATNG PENDIDIKAN SEKOLAH
link : KUMPULAN KARYA ILMIAH BAHASA INGGRIS TENATNG PENDIDIKAN SEKOLAH

KUMPULAN KARYA ILMIAH BAHASA INGGRIS TENATNG PENDIDIKAN SEKOLAH

DESCRIPTIVE RESEARCH
 
Observing the Curriculum Implementation
Education Units (SBC) in Schools

 
CHAPTER I
INTRODUCTION

 
1.1. Background
Education Unit Level Curriculum (SBC) has begun to be applied to schools in Indonesia since 2006. If applied starting at the beginning of class level. It is different from the SBC with a curriculum that is applicable in Indonesia before the curriculum developed by education unit itself.
Development in accordance with the principle of diversification of educational units, the potential of the area, and the students, but still based on national standards of education. Government sets the basic framework and structure of primary and secondary education curriculum as a guide to be followed any educational institution. The Government has sought the implementation of the SBC through socialization activities, training development, and upgrading-upgrading at national and local levels-local, up to date curriculum that has been spread fairly evenly across schools.
Many doubts about the implementation of the curriculum in the field at first. As said Prof. Mansour Ramly, Chief of Research and Education Ministry (2007) describes as the enactment of the SBC, the transition is a lot of schools that have not made their own curriculum. Obstacles, many teachers do not know how to construct the model curriculum SBC. Therefore, further Ramly, pending readiness of teachers and executive power in the field, Research and Education Ministry has provided two models SBC curriculum package, which is a general model that contains the terms of reference and complete curriculum models that can be applied directly in the schools. Explained that many teachers are confused with SBC models have long since teachers receive curriculum in finished form from the central government. In fact, SBC requires creativity to develop educational models to suit local conditions.
 
1.2. Problem Formulation
(1) Whether the school has drawn up its own curriculum in accordance with SBC in 2006? If not, what are the barriers;
(2) Are teachers prepared lesson plans that enable students demonstrate learning (innovative);
(3) Is the teacher implementing appropriate learning lesson plan designed?;
(4) Does the teacher have to apply active learning student-centered? What percentage of all teaching and learning activities (KBM) done?;
(5) How do the assessment?;
(6) To determine the minimum completeness criteria (KKM), whether analyzed in accordance with the guidelines of the SBC in 2006? If not, why not?;
(7) How does the school infrastructure?;
 
1.3. Destination
The purpose of this study is to describe the implementation of SBC in some schools, the implementation of SBC based learning, and assessment KKM related to the learning process for school. This study does not generalize about the implementation of SBC in a region, but it gives an overview / description of the implementation of several schools that were targeted research.
 
1.4. Benefit
While the results of this study are expected to have two benefits, namely scientific benefits, and benefits for teachers. Both of these benefits can be summarized as follows:
1. Scientific benefits, the results of this study are expected to increase and enrich the study materials.
2. Benefits for teachers, as contributions to consider and decide the concept of learning activities and assessment of learning activities in school.
 
1,5. Methodology of writing
The method I use in this paper is a literature study methods, namely by finding and examining various reference materials related to the efforts and support the preparation of this paper.
 
1.6. Systematics Writing
Scientific paper is organized within the framework of the writing as follows:
Chapter I Introduction, contains the background of the problem, formulation of the problem, objectives, benefits, writing and systematic methodology of writing.
Chapter II study theory, contains the review of the literature that supports the subject matter and the underlying research.
Chapter III Results and Discussion, constitute the core chapters of the subject matter. This chapter describes the full results of the research conducted.
Closing Chapter IV, a final chapter of this scientific paper, contains the conclusions and suggestions the authors want to convey.

CHAPTER II
THEORY STUDY

 
2.1. Education Unit Level Curriculum (SBC)
Curriculum has basically three-dimensional sense, ie as a curriculum subject, the curriculum as a learning experience, and curriculum as a learning program planning (Sanjaya, 2008:4). View curriculum as a subject regarded as the traditional view, as with the development of science and technology has been a shift in school functions. The school has an increasingly complex burden that not only equip students with a wide range of science. Schools are required to develop interests and talents, establish moral and personality, as well as meet the job world.
Curriculum as a learning plan proposed by Taba (in Sanjaya, 2008:8). The curriculum is a plan for learning, so that what is known about the process of learning and individual development refers to a form of curriculum. Curriculum is a plan that contains instructions on how to study and expected results.
This understanding is in line with the Law. 20 of 2003 on the national education system which says that the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the organization of learning activities to achieve certain educational goals .. These limits show that the curriculum consists of two aspects, namely as a plan and setting goals, content and implementation of the plan. Curriculum as a plan to use as a guide in the implementation of the learning process by the teacher. Curriculum as setting goals, content, and implementation is used as a way of achieving the objectives of national education.
The curriculum has three very important role, ie the role of conservative, creative, and critical and evaluative role (Hamalik, in Sanjaya, 2008). Conservative role of curriculum relating to the roles and responsibilities of the school as an educational institution which inherited the values ​​and culture of society. The role of the curriculum is to preserve the cultural values ​​as a legacy of the past. Creative role as the school curriculum as demanded by the times have a responsibility to develop new things and innovative. This is because the society is not static but dynamic changes. The curriculum should be able to answer every challenge with the development of society and the needs of the fast.
Creative role, the curriculum should contain new things that can help students develop their potential and play an active role in the social life is always moving and changing.
Critical and evaluative role of curriculum based on the view that not all of the new cultural values ​​and in accordance with the times must be owned by every student. Not all cultures and old values ​​are retained. Thus the role selecting and evaluating curriculum and cultural values ​​that are beneficial to the life of the students.
SBC is a new curriculum is expected to have a conservative role, creative, and critical and evaluative in its application today. SBC is a refinement based curriculum (CBC), known as Curriculum 2004. SBC remains a competency-based curriculum because it is based on Republic Act no.20 of 2003 on the national education system to explain that the development of curriculum based on national standards of education in which one form of competency standards (Chapter X, Article 36). SBC is the operational curriculum developed and implemented by each educational unit. SBC preparation conducted by educational units is a characteristic that is different from the previously used curriculum. Previously curriculum is centralized (centralized), SBC is a curriculum that is being decentralized with respect to the characteristics and regional differences. SBC as the operational curriculum is still the standard reference content and basic competencies developed by the National Education Standards Agency (BSNP). Thus it can be understood that the SBC as an operational curriculum has at least three meanings.
First, the development can not be separated from the provisions of the national government arranged through the National Education Standards. BSNP establish national standards of education, such as content standards, competency standards, process, or judgment.
Second, the development of SBC must consider regional characteristics, in accordance with Law No. 20 of 2003 Article 36 paragraph 2 that the curriculum at all levels and types of education developed in accordance with the principle of diversification of educational units, potential areas, and learners.
Third, the development of SBC provide opportunities and flexibility to the teacher or school create strategies and instructional methods, media, and evaluation according to the conditions and characteristics of the students in the school.
SBC meanings as operational curriculum developed by the school should be blurred in the implementation and execution. Because the orientation of the curriculum is still seen as the content of the subjects, then the standard of competence and basic competences in each subject is enough for teachers implementing learning without having to develop their own curriculum. In addition, the trend of global culture that is spread through the media and information technology dampen protrusion culture, traits, and the potential of different areas. The curriculum was developed with the goal of uniform suit global demands. Suppose a school to get an Olympic gold in mathematics and reported nationally and internationally, then all schools trying to get the achievement in imitating the Olympics, so the curriculum is geared towards achieving it. On the curriculum before the SBC, teacher charged administrative tasks make learning plan known as the lesson plan (RP) and satpel (unit lesson). At SBC, teachers were also asked to create a syllabus and lesson plan (RPP) along with the accessories. The contents of the learning plan at least core contains a description of activities and learning process that demands strategy, methods, media according to the characteristics of students as well as to enable the students. The curriculum for the current and former, opportunities and flexibility to create innovative learning is the same. Thus there is no guarantee SBC will encourage the development of innovative learning strategies and effective, if there is no self-awareness, motivation, and confidence to change the way (paradigm) in learning.
 
2.2. Learning in SBC
Linkage of a curriculum with learning described in several models (Oliva in Sanjaya, 2008), which is dualistic models (the dualistic model), the model relates (the interlocking model), the model of concentric (the concentric model), and a lifecycle model (the ciclical models) . Dualistic model of the view that the curriculum and learning as something separate. The curriculum should be set as input and guidance of learning, and learning is supposed to be a reversal in the refinement process is not visible. Related models looked between curriculum and learning as a system that has a relationship. Between curriculum and learning there chime parts or related. Concentric model considers that the curriculum and learning has a relationship with the possibility of one part of the other. Cycle model considers that the curriculum and learning as something that is mutually influence and have a reciprocal relationship. The basis for the curriculum implementation process of learning. Conversely, learning can influence curriculum decisions for themselves. SBC as an operational curriculum puts learning as a component of mutual influence. Both follow the model of cyclical relationships. SBC used as minimum guidelines are used to determine the following matters.
1. Formulate goals and indicators of competencies required of students.
2. Determining the content or subject matter that must be mastered to achieve the objectives and competencies.
3. Develop strategies for teacher and student learning of achieving the objectives.
4. Determine success in achieving objectives or competencies through evaluations or assessments.
Learning in the classroom based on student characteristics and potential of the region influence the content of the SBC for each educational unit in each region. SBC is developed by each educational unit using the principles (BSNP, 2006), namely (1) centered on the needs, requirements, and interests of learners and the environment, (2) diverse and integrated, (3) responsive to the development of science knowledge, technology, and art, (4) relevant to the needs of life, (5) a thorough and continuous, (6) lifelong learning, and (7) the balance between national interests and regional interests. These principles can provide different colors in each educational unit in each region according to the potential, progress, needs, interests of the students, and the environment. Differences or diversity that occurs must remain unified, relevant to real life, and in accordance with national interests. Substance of the curriculum should cover the whole dimension of competence fields of science, technology, and art presented on an ongoing basis to support the empowerment of learners' acculturation and lifelong learning.
Need to be considered in the implementation of the following (BSNP, 2006), namely (1) an increase of faith and piety and noble character, (2) development potential, intelligence and interest in accordance with the level of development and ability of learners, (3) the potential and diversity characteristics of the area and the environment, (4) the demands of national and regional development, (5) the demands of the world of work, (6) the development of science, technology, and art, (7) religion, (8) the dynamics of global development, (9) unity and national values, (10) the local social and cultural conditions, (11) gender equality, and (12) the characteristics of the educational unit. SBC operational reference implementation shows that the association also follow the curriculum and instructional model of cyclic. Religious diversity, and the potential of the area and environmental characteristics, the characteristics of the education unit, kecerdasasan and interests, the demands of the world of work, gender, and global developments affecting instructional models and strategies are developed each educational unit in each region.
SBC contains 4 components, namely (1) the purpose of education level education unit, (2) the structure and content of SBC programs, (3) calendar education, and (4) syllabus and lesson plan. The purpose of education refers to the education unit level general purpose of education, such as the Government Regulation Number 19 of 2005 Article 26. SBC on the structure and content of elementary and secondary education stipulated in Government Regulation Number 19 of 2005 articles 6 and 7. Education calendar prepared in accordance with local needs, school characteristics, the needs of learners and society. Syllabus is on a learning plan and / or groups of subjects / themes covering certain standard of competence, basic competence, subject matter / learning, learning activities, indicators, assessment, time allocation, and resource / materials / learning tools. The elaboration of a standard syllabus and basic competencies in subject matter / learning, learning activities, and outcome indicators for the assessment of competence. Based on the syllabus, teachers develop a lesson plan (RPP) which will be applied in the teaching and learning activities. Instructional strategies that are innovative and engaging students appear on the syllabus and lesson plans.
SBC learning activities on the application must be designed to provide learning experiences involving mental and physical processes through interactions among participants learners, learners with the teachers, environment, and other learning resources in order to achieve basic competence. Experiential learning is to be realized through the use of varied instructional approaches and learner-centered. Learning experience that includes life skills students should possess (BSNP, 2006:16). Thus, learning activities done in class at least consider the interaction between all the components involved, using varied approaches, and student-centered. BSNP (2006:3) also explains that the development of the curriculum (SBC) is intended, among others, in order to give learners the opportunity to learn building and self-discovery through active learning, creative, effective and fun.
In the field, whether the reference innovative learning activities (in terms of student-centered active and use varying strategies) as proclaimed by SBC has been applied by the teacher? These questions need to be answered given the size of the success of a quality curriculum, including learning how to implement, as well as the success of the process output.
To determine the success of the learning process of evaluation or assessment. In SBC set and set the assessment standards set forth in the Government Regulation Number 19 of 2005 on national education standards.
2.4. Assessment and Determination of KKM
Evaluation (evaluation), assessment or evaluation (assessment), measurement (measurement) is a term that relates to each other and significantly different. Evaluation and decision-making relating to the consideration (judgment) against something. Assessment is part of a broader evaluation of a measurement. Measurements are generally associated with quantitative problem to get the information that is measured.
Print (in Sanjaya, 2008:337) describes the relationship of evaluation, assessment, and measurement in the following diagram.
Based on the diagram, a decision-evaluation done from the collection of measurement data. The collected data is then conducted through the assessment interpretation. The assessment results are collected as material for decision making through evaluation.
In this discussion more focused on valuation, as the term is used in the national education standards and associated with SBC.
Assessment (assessment of education) according to Popham (1995:3) is defined as a formal attempt to determine the status of students with respect to the variables of interest in education. Education variables can be knowledgeable about the subject matter, the skills that need evaluation (judgment) Ratings (data interpretation) measurements (data collection) controlled, and positive attitudes in education. This notion emphasizes that the assessment as an effort to "formal", because a man always gives status or judgments against others. Teachers also conduct informal consideration of the assessment of students who are not, like the face of someone pointing students to answer the questions posed are based on feelings or choose a student to work on a given problem. Assessment in this sense means that the point is not merely broad diagnose weaknesses and strengths of students, monitor student progress, rank the students, and determine the effectiveness of learning, but also used to provide the public image of the effectiveness of education, support teachers in the evaluation process does, and improve the quality of learning.
Muijs and Reynolds (2008:367) describes the assessment refers to all information collected on students in the classroom by teachers, either through formal testing, essays, and homework, or informally through observation or interaction. Medium refers to the process of consideration of evaluation (judging), gives the value (valuing), and rank the (ranking). This assessment is narrower sense than the notion made by Popham (1995). Assessment (assessment) is said to be collecting data from a particular student, is being evaluated as giving consideration activity, provide value, and rank the students. In terms of assessment by Popham (1995), understanding this evaluation still includes assessment activities.
Greater understanding of assessment refers to the process in classroom activities formulated by the Centre for Curriculum, Research and Education Ministry (2004:11). Evaluation, measurement (measurement), test, and evaluation (assessment) have different meanings. Evaluation is the identification of activities to see if a program has been planned has been achieved or not, valuable or not, and can also be to look at the level of implementation efficiency. Decisions related to the evaluation of the value (value judgment). Assessment (assessment) is the application of a variety of ways and use a variety of assessment tools to obtain information about the extent to which the achievement of student learning outcomes or competencies (series) the ability of the students. Assessment to answer questions about how well or achievement of student learning outcomes. Measurement is the process of scoring or attempt to obtain a numerical description of the extent to which a student has reached a certain characteristic. Results of the assessment can be qualitative and quantitative values. Measurements related to the process of finding or determination of the quantitative value. Test is the way assessment process designed and implemented to students at a particular time and place and in a condition that meets certain requirements are clear. Special assessment terms to convey the same in the sense proposed by Muijs and Reynolds (2008) which refers to the collection of information about student effort. Further specifically formulated understanding classroom assessment, ie an assessment done good teachers that includes activities to get a qualitative assessment and measurement activities for assigned the quantitative value. Classroom assessment is the process of collection and use of information by the teacher for giving value to the student learning outcomes based on the stage of learning progress to obtain a portrait / profile ability of students according to the list established competence curriculum (Research and Education Ministry, 2004:11).
Understanding of assessment, evaluation, replication, and test the more binding is contained in the Government Regulation Number 19 of 2005 on national education standards (chapter 1) follows. Assessment is the process of collecting and processing information to measure the achievement of student learning outcomes. Educational evaluation is an activity control, assurance, and determination of the quality of education to the various components of education at every track, level and type of education as a form of education. Deuteronomy is the process undertaken to measure the achievement of sustainable competence of learners in the learning process, to monitor the progress and improvement of student learning outcomes. Exams are activities undertaken to measure the achievement of competence of learners in recognition of academic achievement and / or completion of an educational unit. Understanding this assessment an endorsement of the notion expressed by the Research and Education Ministry (2004:11). Understanding it to be used in the discussion of this paper.
Assessment is closely related to learning activities. At SBC which is a competency-based curriculum, assessment is an integral activity in the learning process, so-called class-based assessment. The assessment activity is an activity that does not separate the learning and ongoing basis in each learning both in the classroom and outside the classroom. Orientation is not just the result of assessment (product oriented) but also on the process (process oriented). Another thing that the assessment is a thorough information gathering process, meaning that the teacher assessment can develop various types of assessment, measurement and testing either the level of cognitive, psychomotor, and affective.
SBC-oriented assessment on the assessment criteria refer (reference assessment criteria or criterion-referenced asssesment) instead of referring to the norms / standards (assessment reference or norm-referenced norm asssesment). Student learning outcomes are determined based on the established criteria for competence mastery. In other words, the assessment refers to the curriculum. Norm reference assessment is not completely abandoned, because it is used as select students in the same study group, or select students to represent a particular race.
BSNP (2006:17-18) provides assessment guidelines in the learning activities. Assessment is a series of activities to acquire, analyze, and interpret data about the process and the learning outcomes of students who performed in a systematic and continuous, so that it becomes meaningful information in decision-making. Assessment of students achieving basic competency is based on indicators. Assessment is done using tests and non-test in the form of written or verbal, performance observation, measurement of attitudes, assessment of the work of a task, project and / or product, the use of portfolios and self-assessment. The things that need to be considered in the assessment.
a. Directed assessment to measure achievement of competence.
b. Assessment using reference criteria, ie based on what students can do after following the learning process, and not to determine the position of a person against his group.
c. Planned system is continuous assessment system. Sustainable in the sense that all the indicators are billed, then the results were analyzed to determine the basic competencies that have been owned and are not, and to investigate student difficulties.
d. Assessment results were analyzed to determine the follow-up. Follow-up in the form of subsequent remedial learning, remedial programs for students whose achievement of competence under the criteria of completeness, and enrichment programs for students who have met the completeness criteria.
e. Assessment system must be tailored to the learning experience to be taken in the learning process. For example, if the learning approach the evaluation task field observations should be given to both the process (process skills) such as interview techniques, and products / results of field observations in the form of information needed.
On the application of the method of evaluation of SBC should refer to things above, such as the use of various types of assessment in accordance with the competencies to be measured. In fact, whether the valuation method is to use tests and non-test in the form of written or verbal, performance observation, measurement attitude, the work in the form of assessment tasks, projects and / or products, the use of portfolios and self-assessment? Then how to determine the minimum completeness criteria limit (KKM)? Has it been analyzed following the provisions of the SBC?
KKM is a student reaches the minimum passing grade. Mastery learning every indicator has been set in a basic competency ranged from 0-100%. Ideal completeness criteria for each indicator 75%. Education units must determine the minimum completeness criteria by considering the average skill level of learners and the ability in organizing resources supporting learning. Education units are expected to improve the completeness criteria continuous learning to achieve ideal completeness criteria (BSNP, 2006:12). See terms KKM determination must consider the level of average ability, and the ability of the supporting resources, then it must be analyzed to determine.
On the matter of SBC issued socialization Ministry of Education (2007) showed how to analyze the KKM. KKM determination criteria include: (1) the complexity of the indicator (difficulty and complexity), (2) carrying capacity (facilities / infrastructure, the ability of teachers, the environment, and costs), and (3) the intake of students (student input capability). Interpretation of each criterion was able to use scores (1,2, or 3) in accordance with the weight, or score in a range / interval, or consideration of professional judgment. On the curriculum before the SBC, mastery learning established by the center, so that teachers in a school can be analyzed directly without using the completeness limit. How now, whether the curriculum is to give space to the consideration of the students in the assessment in the classroom changed the way teachers? The question sought to know the answer.
 

CHAPTER III
RESULTS AND DISCUSSION

 
3.1. SBC Development Schools
Schools are being targeted as many as 12 research schools in District 03 Environment Cluster Jasinga waterfall. The composition of these schools can be seen in Table 1 below:
Schools are already preparing their own curriculum as much as 7 or 58.33% schools, and schools that have not prepare yourself as much as 5 school curriculum or 41.66%. Reasons for not making the curriculum, among others, in the absence of funds, there is no training, lack of understanding of SBC, and limited infrastructure. SBC is an operational curriculum should be developed educational unit based on the vision and mission of the school stretcher. Lack of understanding of the constraints of the school or teacher SBC has actually been anticipated by socialization or training. Perhaps because of its spread has not been up to a whole, the school is still a reason to not start developing their own SBC. Ministry of Education (2007) has developed a true example of SBC, SBC and guide development, but this may not be effective to be implemented by the schools.
Barriers to the development of curriculum that need to be followed up by finding an effective way to supplement or support the previous programs. Not the actual funds for the management of the principal or the foundation of the education unit itself, because the necessary funds are relatively not too big. In the preparation of the SBC actually there are grains of actual work being the main tasks and functions of the parts of the curriculum, principals, and teachers, such as the formulation of the vision, mission, and goals, or preparation of syllabi and lesson plans. Funding needs to be based on the importance of an activity and the resulting product. Thus the need for awareness and motivation of the school (principal or foundation) so prioritize funding for this purpose. Sources of funds can be made from non-school committee or outside assistance.
Barriers due to lack of understanding of the school who have not been up to the SBC can be enhanced through supervision by the school superintendent.

CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS

 
4.1. Conclusion
Conclusions of research conducted shows that
1. Schools apparently still have not developed the SBC. Of the 12 schools that had prepared the school curriculum itself as much as 7 or 58.33%, and the schools are not preparing yourself as much as 5 school curriculum or 41.66%. Reasons for not making the curriculum, among others, in the absence of funds, there is no training, lack of understanding of SBC, and limited infrastructure.
2. The teachers at the school administratively 7 has compiled lesson plans that show a student-centered learning or innovative by using contextual learning or discussion, while the remaining 6 schools have demonstrated innovation. Teachers in its implementation at 2 schools already implementing lesson plans are made, while the rest have not. Teachers prepare lesson plans are innovative, but not implemented because of the RPP is not made alone. RPP is the result of a group of teachers through KKG or MGMPs or book publishers.
3. Activity of students in schools that teachers do not prepare innovative RPP only 30-40% of all learning activities that teachers do. Moderate teachers in schools that have enabled students, activeness 50-80% of all learning activities. So there is a learning activity up to about 20% who still use the lecture method or conventional methods.
4. Schools that have been compiled on the SBC, the teachers in conducting an assessment tend to use a variety of methods, such as oral tests, performance observation, presentations, or portfolios. In contrast, the SBC has not yet prepared the schools, teachers tend to only use the test method to assess students' abilities. Of the 12 schools, the teachers at the school only uses 4 test methods for assessing students, while the rest minimally coupled with performance appraisal.
5. Determination of KKM in almost all schools observed set without appropriate analysis methods used in the SBC. A total of 3 schools that have been using for the determination of the SBC taking into account the ability of the average student (student intake), the complexity of the indicator, and the carrying capacity of facilities and infrastructure.
6. At school observed indicate that the infrastructure is sufficient possessed of the means of building up in class, so there is a compelling reason to be regarded as obstacles.
 
4.2. Suggestion
Based on the above conditions, it is necessary for the government (Ministry of Education) to organize a more optimal mechanism so that each unit has the education / SBC has been developed in accordance with the Ministry of Education program at least until the school year 2009/2010 (BSNP, 2006). SBC development should be followed by the development of learning tools (syllabus, RPPP, media, assessment) in accordance with the principles of the implementation of the SBC. Additionally, the school or the teacher must be aware of the role of National Examination in SBC and optimizing creative programs in schools that promote the achievement of graduation without compromising the principle that learning should be, namely learning humanize humans.
 

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