Abstract
The purpose of this study is to describe the process of learning by teachers in the implementation of a scientific approach in the 2013 curriculum. This study uses a descriptive qualitative approach. This study uses informant retrieval techniques through purposive sampling. The number of informants in this study was 4 teachers who were in 4 different elementary schools. The schools are Bekonang 01 Elementary School, Kemasan 01 Elementary School, Sonorejo 03 Elementary School, and Sukoharjo 01 Elementary School. The data collection techniques used by researchers include interviews, observation and documentation. The data analysis techniques use data reduction, data display, and conclusions. The results showed that a teacher needs careful preparation through the selection of appropriate learning methods and models in implementing the learning process with a scientific approach in the 2013 curriculum. The success in the learning process requires the creativity and accuracy of the teacher in implementing the scientific approach in learning. Teachers need to prepare well the teaching administration, both syllabus and lesson plans. Planning of teaching administration in the analyzes the needs of students starting from learning objectives, indicators of achievement, basic competencies, materials to methods, learning models, and appropriate evaluation.
Highlights
The curriculum is one of the most important supporting devices in education
The results showed that the implementation of the 2013 curriculum in the Sukoharjo District Elementary School in the learning process with the scientific approach was carried out through three process activities learning
In reviewing the syllabus according to Mrs Inggrid (Class V Teacher of Bekonang 01 Elementary School), it is a reference for the preparation of the learning framework, which includes basic competency standards subject matter, learning activity, time spent learning resources and assessment of this syllabus will be very useful as a guide for teachers because they contain overall guidance regarding the purpose and scope of the material to be learned by the students
Summary
The curriculum is one of the most important supporting devices in education. Based on the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, it is stated that the curriculum, as a set of plans and arrangements regarding the purpose, content, and material of learning and the methods, is used as guidelines for implementing learning activities to achieve certain educational goals [1].As the progress of the time progressed, the prevailing curriculum in Indonesia experienced several changes. Based on the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, it is stated that the curriculum, as a set of plans and arrangements regarding the purpose, content, and material of learning and the methods, is used as guidelines for implementing learning activities to achieve certain educational goals [1]. School-based curriculum or commonly called KTSP, according to National Education Standards (Article 1 paragraph 15), is an operational curriculum compiled and implemented by each education unit. This means that the preparation of KTSP is carried out by educational units with regard to and based on competency standards and basic competencies developed by the National Education Standards Agency. This was revealed by Mr Alim, S.Pd SD as a class V teacher at Sonorejo 03 Elementary School, who said that:
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