Abstract
The curriculum has an important role in the education process. And itshould play a role and be anticipatory and adaptive to changes andadvances in science and technology. Curriculum and learning are twoimportant aspects of educational activities. Both discuss what and howeducation should be carried out and blend with local wisdom. Therefore,along with changes and developments in the curriculum from time to timean educator must be able to understand and implement it well. In order tobe in accordance with what is expected, there needs to be a discussion ofcurriculum development from Kurikum 1994, Competency BasedCurriculum (KBK) 2004, Education Unit Level Curriculum (KTSP), andCurriculum 2013 until now. This paper tries to provide one solution to theproblems of the 2013 curriculum implementation. Instructional leadershipof the Pasuruan City Islamic Senior High School principals is recommendedto be one solution to the effectiveness of the 2013 curriculumimplementation. Instructional Leadership is the leadership of the madrasahead who prioritizes teaching and learning in leadership. The head of themadrasa in favor of academics, instructional leadership is believed to beable to solve the problems of the implementation of the 2013 curriculum.Prioritizing the involvement of the headmaster in orientation and trainingfor 2013 curriculum implementation is recommended.
Highlights
Perubahan yang terakhir ini adalah amanat perubahan metodologi pembelajaran dan penataan kurikulum dalam RPJMN (Rencana Pembangunan Jangka Menengah Nasional)
Instructional leadership of the Pasuruan City Islamic Senior High School principals is recommended to be one solution to the effectiveness of the 2013 curriculum implementation
Prioritizing the involvement of the headmaster in orientation and training for 2013 curriculum implementation is recommended
Summary
Kurikulum 2013, sebagaimana Menteri Pendidikan dan Kebudayaan telah jelaskan, merupakan perbaikan dari kurikulum 2004 dan 2006, yang merupakan kurikulum berbasis sekolah dan berbasis kompetensi. Guru masih sedang mempelajari bagaimana melaksanakan kurikulum 2006. Kebanyakan guru dan masyarakat umum tidak diinformasikan apa yang sebenarnya tidak beres dengan kurikulum 2006. Pemerintah seharusnya telah mempublikasikan data hasil evaluasi untuk mengidentifikasikan aspek mana kurikulum 2013 yang bermasalah. Data semacam itu akan membuat perubahan kurikulum lebih masuk akal. Selanjutnya, peleburan mata pelajaran di tingkat Sekolah Dasar juga menimbulkan masalah. Peleburan tersebut akan menimbulkan masalah terutama terkait keberadaan guru. Ketika mata pelajaran dileburkan dan integrasikan, banyak guru yang sudah menjadi guru profesional kehilangan pekerjaan. Apa yang disebut pendekatan tematik integratif ini diakui banyak pihak sangat memberatkan guru. Begitu juga dengan pedoman kolaborasi kontekstual dan praktek yang tidak dirincikan dalam implementasi kurikulum 2013. Ini akan berpotensi merugikan siswa dan membingungkan guru
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