Abstract
Teachers as curriculum implementers face various obstacles in its implementation. This study reports on teachers' views on the implementation of curriculum policies 2013 (K-13), the obstacles encountered, and efforts to overcoming and managing obstacles. The number of participants is ten teachers who have implemented K-13. Data were collected through the group, individual interviews and questionnaires. Data were analysed using a percentage model, Likert scale measurement. The study results: the teacher's view of the implementation of the K-13 policy was classified as bad. Most of the teachers have difficulty implementing K-13. The obstacles faced are that the teacher has difficulty determining learning media, applying project-based learning methods, lack of infrastructure, and learning assessment difficulties. Recommendations for future improvements: need continuous training, adequate infrastructure, activate subject teacher deliberations, monitoring and evaluation.
 
 Keywords: 2013 curriculum policy, implementation 2013 curriculum policy, manage obstacles, teachers' opinions.
Highlights
The study of curriculum reform and issues surrounding teacher agency is an interesting topic of study today
3.1 Results The research findings regarding the teacher's opinion regarding the K-13 curriculum policy implementation consisted of four sub-variables: the teacher's opinions about the planning of the teaching and learning process, regarding the subject matter in the K-13 curriculum, the teaching and learning process, the teacher's opinions regarding the evaluation of the teaching and learning process
The following conclusions can be drawn based on the analysis and discussion findings: first, in general, the teacher's opinion on the implementation of the K-13 curriculum policy in 2015 is considered to be bad; in general, teachers continue to have difficulty planning, implementing and evaluating K-13 curriculum learning activities
Summary
The study of curriculum reform and issues surrounding teacher agency is an interesting topic of study today. Even though the hone of instructor instruction is impacted by the composed educational modules and must be controlled based on examined prerequisites, it can contrast from what perspectives are decided by the educational modules [see Cave (2016) for the hone of Japanese instruction in change; see Bamkin (2020) for the change of ethical instruction in Japan]. In this manner, rather than depending on official archives, the execution of ethical instruction in classrooms and schools—how the composed educational programs are changed into an instructed curriculum— guarantees examination
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