Elementary school teacher perception of curriculum changes in Indonesia

Authors

  • Ratna Hidayah Universitas Negeri Yogyakarta
  • Muhammad Nur Wangid
  • Wuri Wuryandani

DOI:

https://doi.org/10.47750/pegegog.12.02.07

Keywords:

teacher perception, curriculum change, selection, interpretation, extracting information.

Abstract

This study aims to describe the perception of elementary school teachers on curriculum changes in Indonesia. It was conducted with a descriptive survey design in the Special Region of Yogyakarta Province. This study involved 56 elementary school teachers. The data were collected using questionnaires distributed via Google Form. The questionnaire used was a closed questionnaire with a total of 58 statements. Data analysis was carried out using quantitative data analysis with a descriptive approach. There were two findings in this study. First, the perception on the curriculum objective aspect is at the stage of digging up information with enough category, the material aspect is at the interpretation stage with enough category, the strategy aspect is at the interpretation stage with enough category, the organizational aspect is at the selection stage with a high category, and the evaluation aspect is at the selection stage with a high category. Second, the level of teacher perception of curriculum changes is mostly at the selection stage (organization and curriculum evaluation), followed by interpretation (curriculum objectives) and information re-extraction stages (curriculum objectives). The level of teacher perception shows that the profile of teachers' perceptions on curriculum changes is dominated at the selection stage.

Downloads

Download data is not yet available.

References

Aisyah, A. R. (2014). The Implementation of Character Education Through Contextual Teaching and Learning at Personality Development Unit in the Sriwijaya University Palembang. International Journal of Education Research, 2(10), 203–214.

Alhamuddin, Fanani, A., Yasin, I., & Murniati, A. (2020). Politics of Education in Curriculum Development Policy in Indonesia from 1947 to 2013: A Documentary Research. Jurnal Pendidikan Islam, 9(1), 29–56. https://doi.org/10.14421/jpi.2020.91.29-56

Alvarado, S., Kanter-Braem, B., Manz, K., Masciopinto, P., McKenna, E., Nelson, D., Williams, C., & Korek, K. (2011). Sensation and Perception: a unit lesson plan for high school psychology teachers. In National Standards for High School Psychology Curricula.

Amrianto, A., & Lufri, L. (2019). Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students’ Cognitive Competence in Learning Natural Science. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012049

Babo, R., Ahmad, A., & Syamsuddin, A. (2020). Profile of Primary School Teachers View on Curriculum Changes : Case Studies on Implementing K-13 Curriculum in Primary Schools in Makassar , Indonesia. International Journal of Advanced Science and Technology, 29(4), 10260–10271.

Brady, L. (1995). Curriculum Development. Prentice Hall.

Chen, T. L., Hsiao, T. C., Kang, T. C., Wu, T. Y., & Chen, C. C. (2020). Learning programming language in higher education for sustainable development: Point-earning bidding method. Sustainability (Switzerland), 12(11). https://doi.org/10.3390/su12114489

Creswell, J. W. (2013). Research Design Qualitative, Quantitative, and Mixed Method Approaches (p. 273). Sage Publication.

Davino, C., & Fabbris, L. (2013). Survey data collection and integration. Survey Data Collection and Integration, 1–155. https://doi.org/10.1007/978-3-642-21308-3

Dewantara, I. P. M. (2020). Curriculum changes in Indonesia: Teacher constraints and students of prospective teachers’ readiness in the implementation of thematic learning at low grade primary school. Elementary Education Online, 19(2), 1047–1060. https://doi.org/10.17051/ilkonline.2020.696686

Dwinata, E. (2017). Language and Perception. Journal of English Language Teaching Linguistics and Literature, 1(1), 71–77. https://doi.org/10.4324/9781315124520-2

Ekawati, Y. N. (2017). English Teachers� Problems in Applying the 2013 Curriculum. English Review: Journal of English Education, 6(1), 41. https://doi.org/10.25134/erjee.v6i1.769

Fullan, M. (2007). The new meaning of educational change. Routledge.

Goldstein, E. . (2014). Cognitive Psychology: Connecting Mind, Research and Everyday Experi-ence. In (4th ed.). Cengage Learning.

Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. In Organisation for Economic Co-Operation and Development, 5–59. https://doi.org/10.1787/efe8a48c-en

Gunawan, I. (2017). Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward. Atlantis Press, 128(Icet), 56–63. https://doi.org/10.2991/icet-17.2017.9

Hakim, P. K. (2017). English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy. Script Journal: Journal of Linguistic and English Teaching, 2(2), 156. https://doi.org/10.24903/sj.v2i2.133

Hanna/Wozniak’s. (2015). Consumer Perception. https://doi.org/10.4018/978-1-4666-7518-6.ch001

Hermayawati. (2020). Teachers’ efforts in understanding the factual, conceptual, procedural and metacognitive assessment using the revised 2013 curriculum. International Journal of Learning, Teaching and Educational Research, 19(5), 186–199. https://doi.org/10.26803/ijlter.19.5.11

Herwandi. (2012). Meningkatkan Kinerja Guru Dalam Melaksanakan Pembelajaran Ipa 1. Jurnal Vidya Karya, 27(01), 17–24.

Hung, C.-Y. (2021). The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum. Journal of Curriculum Studies. https://doi.org/https://doi.org/10.1080/00220272.2021.1957157

Isthofiyani, S. E., Prasetyo, A. P. B., & Sukaesih, S. (2014). Persepsi Guru Biologi Sekolah Menengah Atas (Sma) Terhadap Kurikulum 2013. Journal of Biology Education, 3(1), 85–92. https://doi.org/10.15294/jbe.v3i1.4163

Kazemi, S., Ashraf, H., Motallebzadeh, K., & Zeraatpishe, M. (2020). Development and validation of a null curriculum questionnaire focusing on 21st century skills using the Rasch model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1736849

Kessler-hopek, T. (2019). Curriculum Change : A Study on Teacher Perceptions of Curriculum Change on Content Standards [Colombus State University]. https://csuepress.columbusstate.edu/theses_dissertations/318%0AThis

Konokman, G. Y., Yelken, T. Y., & Cesur, E. (2017). Teachers’ Perception: Competent or Not in Curriculum Development. Malaysian Online Journal of Educational Sciences, 5(4), 56–73.

Logan, J. R., & Burdick-will, J. (2017). Segregation and Disparities in. ANNALS, AAPSS, November, 199–216. https://doi.org/10.1177/0002716217733936

Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26

Martaliana, L., Syahrul, S., & Safitri, L. (2021). The Seven Time Managing Strategies of English Teachers to Adapt with the Change in Curriculum. Elsya : Journal of English Language Studies, 3(1), 45–49. https://doi.org/10.31849/elsya.v3i1.5639

Matdoan, M. N. (2020). Efektifitas Implementasi Kebijakan Kurikulum 2013 pada Satuan Pendidikan di Kota Ambon dan Kabupaten Maluku Tengah. Public Policy (Jurnal Aplikasi Kebijakan Publik Dan Bisnis), 1(2), 153–177.

Mazabow, G. (2003). The Development of Historical Consciousness in the Teaching of History in South African Schools. University of South Africa.

Mentari, D., Pebrina, R., Nafilata, I., Sabowo, A., Setyowati, S., Sundoro, T., & Purnomo, P. S. (2019). Berkarya Bagi Negeri: Implementasi Pengetahuan & Sinergisitas Penggunaan Masyarakat Menuju Era Society 5.0.

Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage Publications.

Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum reform in indonesia: Moving from an exclusive to inclusive curriculum. Center for Educational Policy Studies Journal, 9(2), 53–72. https://doi.org/10.26529/cepsj.543

Mulenga, I. M., & Kabombwe, Y. M. (2019). Understanding a Competency-Based Curriculum and Education: The Zambian Perspective. Journal of Lexicography and Terminology, 3(1), 33–54.

Mustajib, H. N., Mukhadis, A., & Purwanto, E. E. (2018). Implementasi Kurikulum 2013 Revisi Pada Program Studi Teknik Kendaraan Ringan Berdasarkan Persepsi Guru Dan Siswa Di Smk. Teknologi Dan Kejuruan: Jurnal Teknologi, Kejuruan, Dan Pengajarannya, 41(2), 110–118. https://doi.org/10.17977/um031v41i22018p110

Nenotaek, B., Sujadi, I., & Subanti, S. (2019). The Difficulties in Implementing Scientific Approach for Mathematics Learning. International Journal of Educational Research Review, 4(4), 624–636. https://doi.org/10.24331/ijere.628448

Nur, U., & Sulistyani, L. (2019). 2013 Curriculum Evaluation : a Comparison to Language. Jurnal Pendidikan Humaniora, 7(4), 157–165.

Nurhayati, F. K., & Samiati, S. (2018). Teachers Perceptions Toward the Implementation of Curriculum 2013. 2nd English Language and Literature International Conference (ELLiC), 2, 86–97.

Palupi, D. T. (2018). What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case. Indonesian Journal of Curriculum and Educational Technology Studies, 6(2), 98–105. https://doi.org/10.15294/ijcets.v6i2.26954

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Qiong, O. (2017). A Brief Introduction to Perception. Studies in Literature and Language, 15(4), 18–28. https://doi.org/10.3968/10055

Rohmah, N., Purnomo, A., & Aflahani, E. (2019). Implementasi teknologi pada pembelajaran anak usia dini. 7(2), 261–272.

Rusmawan, A. D. S. K. dan. (2013). the Constraints of Elementary School Teachers. Cakrawala Pendidikan, 3, 457–467.

Sabdhosih, H., & Isnaeni, W. (2018). Analysis of Implementation Plan of Science Learning and the Factors of ITS Implementation in MTs and MA Al Khoiriyyah Semarang. Journal of Innovative Science Education, 7(2), 161–168. https://doi.org/10.15294/jise.v7i2.24064

Saracaloǧlu, S., Yilmaz, S., Çengel, M., Çöǧmen, S., Karademir, Ç. A., & Kanmaz, A. (2010). Elementary teachers’ views about their roles in curriculum development and evaluation process: The case of Denizli. Procedia - Social and Behavioral Sciences, 2(2), 2427–2434. https://doi.org/10.1016/j.sbspro.2010.03.349

Schiffman, L. ., Kanuk, L. ., & Hansen, H. (2012). Consumer behaviour: A European outlook. In (2nd ed.). Pearson Financial Times/Prentice Hall.

Servaes, J. (2016). How ‘sustainable’ is development communication research? International Communication Gazette, 78(7), 701–710. https://doi.org/10.1177/1748048516655732

Sibarani, C. (2019). Students Perceptions of Teachers? Use of Bahasa Indonesia in the English Classroom. JET (Journal of English Teaching), 5(3), 217. https://doi.org/10.33541/jet.v5i3.1315

Siti Nugraha, I., & Suherdi, D. (2017). Scientific approach: An English Learning-Teaching (ELT) approach in the 2013 curriculum. Journal of English and Education, 5(2), 112–119. http://ejournal.upi.edu/index.php/L-E/article/view/9941

Sobur, A. (2016). Psikologi Umum. Pustaka Setia.

Sundayana, I. M., Dewi, P. D. P. K., & Megaputri, P. S. (2014). Evaluation of lecturer in higher education curriculum based on the national standards of higher education no. 44 of 2015. Jurnal Penelitian Dan Evaluasi Pendidikan, 23(2), 219–229.

Supianto, A. (2014). Persepsi Guru IPS Terhadap Kurikulum 2013 (Studi Kasus Pada SMP Negeri 10 Pontianak). Jurnal Pendidikan Dan Pembelajaran, 3(8), 1–11. http://jurnal.untan.ac.id/index.php/jpdpb/article/view/6671

Syaodih, E. (2009). Evaluasi Kurikulum Pendidikan Dsar: Satu Usulan. Inovasi Kurikulum, 6(2), 54–73.

Wahyuni, S. (2016). Curriculum development in Indonesian context the historical perspectives and the implementation. Universum, 10(1), 73–82.

Walgito, B. (2003). Pengantar Psikologi Umum. Andi Offset.

Wang, X., Luo, R., Zhang, L., & Rozelle, S. (2017). The Education Gap of China’s Migrant Children and Rural Counterparts. Journal of Development Studies, 53(11), 1865–1881. https://doi.org/10.1080/00220388.2016.1274395

Widoyoko, E. P. (2016). Penilaian Hasil Pembelajaran di Sekolah. Pustaka Pelajar.

Zainudin, M., & Istiyono, E. (2019). Scientific approach to promote response fluency viewed from social intelligence: Is it effective? European Journal of Educational Research, 8(3), 801–808. https://doi.org/10.12973/eu-jer.8.3.801

Downloads

Published

2022-04-01

How to Cite

Hidayah, R., Wangid, M. N. ., & Wuryandani, W. . (2022). Elementary school teacher perception of curriculum changes in Indonesia: . Pegem Journal of Education and Instruction, 12(2), 77–88. https://doi.org/10.47750/pegegog.12.02.07