Abstract
<p>This research was done at Madrasah Aliyah Negeri I in Pontianak,<br />the capital of Western Borneo. The focus of the research was the imple<br />mentation of Education Unit Level Curriculum (KTSP) at Madrasah<br />Aliyah Negeri I Pontianak which was seen from the aspects of the imple<br />mentation of KTSP itself, of the management, of the administration of<br />the management, of developmental method, of learning facilities, and of<br />the evaluation of learning system. In addition, this research also exam<br />ined how learners' perceptions of the implementation of KTSP were.</p><p><br />From the result of the research showed that the implementation of<br />KTSP at Madrasah Aliyah Negeri I Pontianak could run well in accor<br />dance with learning procedure, namely operationally the curriculum<br />had been composed by the education unit itself with various kinds of<br />dynamism although it did not free from the standard of content which<br />was composed by BSNP (National Education Standard Agency). Simi<br />larly, learners' perceptions showed that they understood enough and<br />were able to follow the learning process with KTSP as the new curricu<br />lum after the application of KBK (Competency Based-Curriculum).</p><p><br />However, on another side, there were several disadvantages which<br />needed improvement such as human resources factor, namely teachers<br />who had experience in local level but lacked insight into communica<br />tion in national level, frequent occurrences of technical obstacles in the<br />implementation, insufficient facilities for the learning process such as<br />incomplete multimedia and the existing learning media if they were con<br />nected to the ratio of learners, a high shortage of teachers' handbooks<br />so that on average teachers only mentioned 2 reference books namely I<br />package book and I book published by Toha Putra Semarang and prac <br />tically the supervision of education has not yet been done by counselors<br />from Regional Office of Ministry of Religious Affairs of Pontianak.</p>
Highlights
From the result of the research showed that the implementation of KTSP at Madrasah Aliyah Negeri I Pontianak could run well in accordance with learning procedure, namely operationally the curriculum had been composed by the education unit itself with various kinds of dynamism it did not free from the standard of content which was composed by BSNP (National Education Standard Agency)
On another side, there were several disadvantages which needed improvement such as human resources factor, namely teachers who had experience in local level but lacked insight into communication in national level, frequent occurrences of technical obstacles in the implementation, insufficient facilities for the learning process such as incomplete multimedia and the existing learning media if they were connected to the ratio of learners, a high shortage of teachers' handbooks so that on average teachers only mentioned 2 reference books namely I package book and I book published by Toha Putra Semarang and practically the supervision of education has not yet been done by counselors from Regional Office of Ministry of Religious Affairs of Pontianak
Udin Syaefuddin dan Abin Syamsuddin, Perencanaan Pendidikan; Suatu Pendekatan Komprehensif, Remaja Rosdakarya, Bandung, 2005
Summary
Dunia pendidikan dari waktu ke waktu akan mengalami perubahan seiring dengan tuntutan zaman. 7. Aliran yang kedua adalah relegius - rasional (Al-Diniy-Al- 'aqlaniy) yang tidak berbeda dengan aliran yang dikembangkan oleh kalangan tradisionalis-tekstualis dalam hal relasi pendidikan dengan tujuan agamawi, hanya saja kerangka pikir yang digunakan adalah membangun prinsip-prinsip dasar pemikiran tentang manusia, pengetahuan dan pendidikan dan proses pengajaran tiada lain adalah usaha transformative potensi manusia agar menjadi berilmu (mengetahui) secara riil-aktual dan konsep ilmu berpangkal pada'ikesedia-kalaan" ilmu tanpa pembatasan.[8]. Dalam manajemen pelaksanaan KTSP yang dilakukan dalam proses pembelajaran dimulai dari kegiatan perencanaan, pengorganisasian, penggerakan dan pengawasan atau kontroling. Perencanaan ini dilakukan untuk memproyeksikan tindakan apa yang harus dilakukan dalam proses pembelajaran dengan KTSP dengan melakukan penyusunan kurikulum dari mulai Tujuan instruksional, materi pelajaran, kegiatan pembelajaran, metode atau alat bantu yang dipakai dalam pembelajaran sampai kepada evaluasi atau penilaian. 15 Dalam pengertian yang lebih luas, administrasi pendidikan adalah keseluruhan proses yang menggunakan dan mengikutsertakan semua potensi yang terdapat pada unsur-unsur manusia, alat, keuangan clan sebagainya _ secara efektif dan efesien untuk mencapai tujuan pendidikan.[16]. Kemampuan dasar yang digunakan untuk mengetahui kemampuan membaca, rnenulis dan berhitung yang diperlukan dalam rangka memperbaiki program pembelajaran (program remedial), penilaian akhir satuan pendidikan dan sertifikasi yang dilakukan setiap akhir tahun untuk mendapat gambaran secara utuh dan menyeluruh mengenai ketuntatasan belajar peserta didik dalam satuan waktu tertentu
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