Abstract
The aim to describe the implementation of biology learning and analyze the positive aspects of the curriculum in Gandhi Memorial Intercontinental School (GMIS) Semarang .The evaluation of this CIPP model used descriptive-qualitative approach. The variables were the Cambridge Curriculum with context, input, process, and product aspects. The data collection techniques used documentation, observation, and interviews. The data analysis method used triangulation. The research results showed that in context, the profile of GMIS Semarang has a background as an international school in accordance with government regulations. The input consists of students, curriculum, teachers, facilities and infrastructure, and teaching materials that fulfill the standards. The process consists of the implementation of biology learning had a very good criteria which is 90% in the classroom and 92% practicum, the media was used as a support for learning, laboratories and library was used well. The assignments and teacher administration had been given well. The product in the form of student learning outcomes were good but it needed to be improved and the achievements that had been achieved by students at national and international levels were good. And there were positive aspects that can be applied to the national schools in improving the education quality.
Highlights
Entering the 21st century, the national education system faces a very complex challenge in preparing the of human resources quality that are able to compete in the global era
The Cambridge curriculum implementation on biology learning at Gandhi Memorial Intercontinental School (GMIS) Semarang is an evaluation research with the CIPP model that can be observed from the Context, Input, Process and Product components
GMIS Semarang is located in a strategic location, which is built with an area of ± 1.5 HA in Jangli Village, Tembalang District, Semarang, in the Graha Candi Golf Housing complex
Summary
Entering the 21st century, the national education system faces a very complex challenge in preparing the of human resources quality that are able to compete in the global era. One of the government's efforts to overcome this problem is to improve the quality of the national education system through the curriculum (Ahmad, 2014). The current curriculum in Indonesia is the 2013 Curriculum. The purpose of the 2013 curriculum is to improve the students ability in cognitive, affective, and psychomotor aspects (Ministry of National Education, 2013). These aspects already existed in the Cambridge International Curriculum. The Cambridge curriculum aims to develop students' knowledge, understanding, and skills (CAIE, 2018)
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