Teacher Perceptions of the Independent Curriculum for Senior High Schools Changed Independent Category Indonesian Language Lessons in Surakarta

Abstract

This research is a qualitative research with a case study strategy. This study aims to determine teachers' perceptions regarding the implementation of the independent curriculum, especially at independent sharing schools. The subjects of this study were Indonesian language teachers and students at SMA Negeri 6 and 7 Surakarta. Data collection techniques in this study include observation, interviews, and document analysis. Researchers used the triangulation method to validate the research results so as to produce findings on teacher perceptions of the independent curriculum. The conclusions obtained in this study are: 1) the teacher's perception from the research above regarding the Independent Curriculum is a curriculum that is "free" for educators in determining learning in the classroom. Although in practice the administrative burden is still much like the previous curriculum. Freedom here, students are given the freedom to determine their learning style and choice of subjects they will study; 2) The terms in the 2013 Curriculum are different from the Independent Curriculum. The material in the Independent Curriculum is more focused and essential, so students are able to explore the material more deeply; 3) the assessment used is different from the 2013 curriculum which emphasizes cognitive, affective, and psychomotor assessments. The independent curriculum contains diagnostic assessments, formative assessments, and summative assessments.