Abstract
This research aims to describe the implementation of the 2013 curriculum on Music Art learning in the 10 Kerinci Junior high school, including soft-skill and hard-skill learning. The study uses theories related to the 2013 curriculum. The type of research used is qualitative research with descriptive methods of analysis. The object of this study was the study of musical art in class VIII SMP Negeri 10 kerinches on the Semetereven school year 2019/2020. Research instruments are self-research, namely in AIDS with the instruments of notebooks and observations with the technique of collecting observation data, interviews and library studies. The results showed that the teachers were able to music art of junior high School 10 Kerinci has been able to spread the concept of soft-skills and hard-skills well in the learning of music art in class VIII. As a BETUK application of the 2013 curriculum that succeeded characters, but does not overlook the purpose of learning knowledge and skills. Based on the results of the study, explained that whether or not the use of the curriculum 2013 and accompanying teaching devices, depends on the teacher's personal, especially in good faith and its codifying in explaining a curriculum. The 2013 curriculum which is based on soft-skill and hard-skill, will be successful or not, not because the curriculum are less precise or great, to the extent that the teacher understands with the intent of the 2013 curriculum that is involved in learning in the classroom.Keywords: use, curriculum 2013, Art culture (music)
Highlights
The results showed that the teachers were able to music art of junior high School 10 Kerinci has been able to spread the concept of soft-skills and hard-skills well in the learning of music art in class VIII
Pada pertemuan ini guru mencoba untuk melaksanakan pembelajaran seni musik bidang hardskill yang lebih memotivasi dan menyenangkan siswa, meskipun demikian, terdapat target pembelajaran sebagaimana yang tertuan dalam RPP juga tidak bisa di abaikan
Summary
Mencoba memahami kembali tentang isi dari peraturan pemerintah tentang pembelajaran seni budaya sesuai SNP ini, di mana setiap satuan pendidikan (sekolah) dapat melaksanakan keempat aspek (sub pelajaran) seni budaya secara terpisah, hal inilah yang menjadikan peneliti tertarik untuk melihatnya dalam pembelajaran seni budaya sesuai Kurikulum 2013 yang terlaksana di SMP Negeri 10 Kerinci Provinsi Jambi. Memang benar kalau sekolah ini telah melaksanakan K13 secara penuh untuk mata pelajaran seni budaya di setiap rombongan belajar sejak tahun 2017, tapi dapat diduga kalau tidak semua e-Jurrnal Sendratasik Vol.[9] No.2, 2020|
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