Abstract
The purpose of this study was to evaluate the Implementation of the 2013 curriculum training program for Islamic Educational Supervisors and to measure their capacity in terms of 2013 curriculum competency using the CIPP model of evaluation.
 The importance of improving the competency of Educational Supervisor through Implementation training program of 2013 curricula, because they hold a very significant and strategic role in improving the quality teaching of Islamic Educational teachers (Guru PAI), acted as educational supervisor, counselor, and motivator.
 This article would like to answer several questions; how the Implementation of Curriculum 2013 training was able to boost the Islamic Educational Supervisor Competency in terms of their academic ability. The paper aims to discuss the issue of Islamic Supervisor in terms of curriculum 2013 competency.
Highlights
By the introduction to a new 2013 curriculum, the Indonesian Government, through ministry of National education hopes that the quality of education in Indonesian in the future will be better, respectable and we do expect that, this a new 2013 curriculum is able to improve the quality of Indonesian educational system with a number of solutions to various national educational problems by preparing our students through a better curriculum planning, curriculum implementing, and curriculum evaluating as a part of teaching and learning process, so the learning process can take place efficiently and effectively
The quality of Islamic Educational supervisors, from year to year has been increased, both in terms of educational qualifications, supervision competencies and managerial competencies along with the trend of educational development in Indonesia, but from the results of the study, we found that the ability and Islamic Educational Supervisors rate in accepting educational system changes and a new concepts of education including for the curriculum changes acceptance as well as their participation in various competency improvement training program is lesser compare to their counterpart, the Islamic Religious teachers and that is unjustifiable because teachers are more competent than their supervisor
Islamic Educational supervisors are the most important element of the educational system but on the other hand, the quality of our Islamic Educational supervisors is not good enough to deal with a new curriculum
Summary
By the introduction to a new 2013 curriculum, the Indonesian Government, through ministry of National education hopes that the quality of education in Indonesian in the future will be better, respectable and we do expect that, this a new 2013 curriculum is able to improve the quality of Indonesian educational system with a number of solutions to various national educational problems by preparing our students through a better curriculum planning, curriculum implementing, and curriculum evaluating as a part of teaching and learning process, so the learning process can take place efficiently and effectively This 2013 curriculum was intended to create a better young generation that is ready for their future. Changing the learning paradigm is the most important part of the policy of the implementation of a new 2013 curriculum This a new curriculum is designed to reconfigure the learning process and student/teacher relationships that have traditionally been taking place, where the teacher plays a role as an active agent (all-knowing person) and students are passive, only accepting, memorizing and repeating information. The 2013 curriculum was designed to create a balance in the learning process and to change the way students learn to be more active and to become the center/center of learning and the teacher only as a companion
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