Education Unit Level Curriculum Research Articles

Upaya Meningkatkan Kemampuan Menyusun Rencana Pelaksanaan Pembelajaran melalui Bimbingan Berkelanjutan bagi Guru Agama di MTs Wilayah Binaan Bantul

Education Unit Level Curriculum (KTSP) or 2013 curriculum which is arranged by the Madrasah, is one of the devices that should be composed/made by the teacher of the subjects is the Learning Plan (RPP). But in fact the teacher uses RPP that is obtained from the forum MGMP and copypaste from other sources without any changes/adjustments to the situation and condition of the madrasah. One of the reason is the low ability of teachers in drafting RPP. The research aims to improve the teacher's ability to compile RPP-compliant standards through ongoing mentoring. The subject of this research is the teacher of PAI target area in Bantul Regency, semester I, school year 2019/2010. The research method used is school action research/MADRASAH with 2 (two) cycles. Each cycle consists of stages of planning, implementation, observation, and reflection. The data collection uses observation/observation methods. From the processing and analysis of data was found that ongoing coaching activities can improve the teacher's ability to compile RPP, proven average teachers ' ability score in the initial conditions (before the lead) was 53.24, on Cycle 1 to 80.62; And in Cycle 2 to 90.22. Upgrading from initial conditions to a final state of 69.45% is a major improvement and it is advisable to use sustainable mentoring to improve the teacher's ability to compile RPP.

Peningkatan hasil belajar siswa dengan menggunakan metode bermain peran dalam pembelajaran PKn

<p class="Abstrak">The conditions of learning in elementary schools, especially Civics Education at this time still use a lot of conventional learning models (Lecture method). In learning, students only become objects, so it does not encourage the potential of students to develop. Civics Learning with the use of the role-playing method in grade V elementary school is very good to apply. It aims to make students able to portray something to the front of the class, have an attitude of respect for others, be creative, learn to solve a particular problem and be able to get along in a group environment and social life. The results showed that there was an increase in students' abilities in learning by using role-playing. This is indicated by the increase in results in the form of grades obtained by students, namely the value in the first cycle based on the assessment of results with an average of 6.96. While the value of the implementation of learning in the second cycle increased by 8.57. At the learning planning stage, the teacher's ability to design learning plans increases. This is reflected in (1) the learning plan includes things that form the basis of planning, (2) the learning plan is prepared based on the education unit level curriculum by taking into account the interests and needs of students, (3) the learning plan has included learning tasks as a clear and detailed that supports the achievement of objectives.</p>

Profesionalisme Guru Dalam Implementasi Kolaborasi Kurikulum Pada Sekolah Dasar


 The aim of this research is to produce a new curriculum formulation that is better able to become an ideal curriculum for elementary school students who incidentally use the- matic learning and national exams using per subject. Research data obtained through documentation, observation sheets, and interview guidelines. The data obtained will be analyzed qualitatively. The output of this research is a curriculum collaboration model that is ready to use. The product of this research is expected to have a valid, practical, and effective nature. Then, the targeted TKT is TKT level 5. The results of this study are expected to make a theoretical contribution to the development of science in primary school education. The results of this study are also expected to have practical benefits for students and teachers at the elementary school level especially at SD Muhammadiyah 1 Panji, Situbondo district. The results of the study showed that in the planning stages of learning the teacher was still using the 2013 curriculum while in the implementation phase of learning the teacher had implemented 2 curricula, in the morning learning using the 2013 curriculum and in afternoon learning using the education unit level curriculum (KTSP).

Analysis of earth and space science curriculum at senior high school

This study aims to describe the curriculum of earth and space science at junior and senior high schools. The approach of the research is qualitative with literature review methods. The source of data used in this study is regulation minister of national education number 22 of 2006, regulation minister of education and culture number 69 of 2013 and regulation minister of education and culture number 24 of 2016. The results of the analysis obtained the provision material of earth and space science of education unit level curriculum at senior high school for physics by 2.63% and geography by 19.23%. Furthermore, the 2013 curriculum for Physic by 6.45% and geography by 26.30% and 2013 curriculum of revised edition for physics is 5.88% and geography is 27.78%. Based on the results of the analysis, there are changes in the structure of curriculum content for senior high school such as in education unit level curriculum, material of global warming is not given. While after the curriculum existence changes into the 2013 curriculum and 2013 curriculum of revised edition, the material of global warming is given in class XI of physics.

BAMOE EDUKASI UNTUK SEKOLAH AL-QORROBIYAH DESA SENDANG DAJAH

The purpose of training is a activities of community servants where we have a reason why this Al-Qorrobiyah Foundation School is our target because this school, which is the largest foundation in Sendang Dajah Village, is still a problem with technological developments, for example the learning curriculum there is still using the Education Unit Level Curriculum (KTSP) 2014, while in University which has implemented the Education Curriculum 2019 (KP). The procedure for this training students will be explained about Ms.Office. After the material is explained, students will be accompanied one by one to work on sample problems, in order to measure students' abilities in the deepening of Microsoft . From the development of the student's comprehension, a data analysis will be drawn which will then be described in descriptive analysis. The results of training showed that many of the students had little understanding of the learning material so far due to their rarity in carrying out parkatek activities. The enthusiasm of students is also very high as long as students receive this material and learning activities together.

Budaya Lokal Sebagai Kurikulum Muatan Lokal dalam Pendidikan Agama Islam

Local content is one of the elements in the Education Unit Level Curriculum Structure. Local content is prepared by taking into account the socio-cultural conditions of the local community. In the Yogyakarta setting, one form of local content is Javanese culture. In Javanese culture, it can be seen a lot of symbolic actions both in traditions (habits), religion (religion), and art (beauty) which can be used as a medium to explore noble values ​​that can be transformed to students. In practice, an integrated and ecological approach is used. The integrative approach is carried out in a way that local content is integrated or carried out together with other subjects. While the ecological approach is intended as learning material for local content directly using the natural environment and local social culture. Examples of the two approaches manifest in the integration of the First Grebeg Mulud celebration as a socio-cultural environment with the subjects of Islamic Cultural History.

Evaluation of Learning Outcome: Comparative Education Unit Level Curriculum with the 2013 Curriculum in MTsN 1 Medan

This study aims to describe the comparative implementation of learning outcome evaluations applied at MTsN1 Medan by using the 2013 KTSP and Curriculum 2013. The method used in this study is qualitative methodology. Data collection techniques consist of observation, interviews, and documentation. The research findings indicate differences in the assessment of learning outcomes between the KTSP curriculum and 2013 curriculum include aspects of application in the classroom, assessment aspects, aspects of the assessment system, aspects of assessment instruments, aspects of portfolio assessment concepts, aspects of report card format, aspects of value list format, aspects of competency achievement indicators, aspects of competency achievement indicators, aspects graduate competency standards, standard aspects of assessment and aspects of value ranges.

EFEKTIVITAS IMPLEMENTASI STRATEGI ENJOYABLE LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR BAHASA INGGRIS PERMULAAN PESERTA DIDIK SEKOLAH DASAR

This research is based on the low learning outcomes of English language learning in elementary schools especially after the implementation of the 2013 curriculum where the time of learning English is much reduced from 4 hours a week in the Education Unit Level Curriculum (KTSP) to only 2 hours a week in the 2013 curriculum. To overcome these problems, it is considered important to implement the Audio-Visual Media-Assisted Enjoyable Learning Strategy. Pre-experimental research One Group Pretest-Posttest Design. The subjects in this study were grade 2 students in 8 elementary schools who had just implemented the 2013 curriculum in the 2018/2019 learning year in Buleleng sub-district. The data in this study were obtained by interview methods and field notes. With the random sampling technique, the subjects of this study were selected, namely grade 2 students in SD N 5 Banyuning, amounting to 27 students as a control group, and second grade students in SD N 2 Banjar Tegal, amounting to 25 students as the experimental group. Based on the results of the calculation of the tcount of 5.34. To find out the value of t table with degrees of freedom (dk) = 44 significance level (α) = 0.05 obtained the value of t table = 2.023. By comparing the value of tcount and ttable, the ratio of tcount> ttable is obtained, meaning H0 is rejected and Ha is accepted. And from the average, it was known that the experimental group was 20.86 and the control group was 15.18. This means experiment> control group. Thus, the Enjoyable Learning strategy assisted by audio visual media has a significant effect on the learning outcomes of English in Class II SD students in the 2013 Curriculum Application in the District of Buleleng, Buleleng Regency, Academic Year 2018/2019.

Penentuan Materi Layanan Bimbingan TIK Menggunakan Algoritma C4.5

Changes in curriculum from KTSP (Education Unit Level Curriculum) to 2013 Curriculum result in changes in Information and Computer Technology (ICT) subjects to ICT Guidance (BTIK). These subjects are not scheduled in general, so students need to be guided by questionnaires. To find out the right guidance needs data mining is needed. So this research is done in determining the accuracy of the guidance needs in accelerating the process of questionnaire data. The method used is C4.5 Algorithm. The results of the study have an accuracy of 90%, so it can be recommended in determining guidance material for students.

LITERATURE TEACHING IN THE EDUCATION UNIT LEVEL CURRICULUM (KTSP) AND CURRICULUM 2013 (K13) AT HIGH SCHOOL LEVEL IN THE DIGITAL ERA (PENGAJARAN SASTRA DALAM KTSP DAN K13 JENJANG SMA DI ERA DIGITAL)

Literature learning in Industrial Revolution 4.0 era must be adaptive to the development of internet-based media. The emergence of social media helped facilitate the expression and appreciation of high school students' literature. The formal education curriculum in high school should have responded to developments in the millennium. This research analyzes the objectives, functions, and teaching material of literature in the Education Unit Level Curriculum (KTSP) and Curriculum 2013 (K13) at high school level in the digital era. The study was conducted in a qualitative descriptive. Data is obtained through content analysis and structured interviews. Data analysis is interactively. The results of the study show that the objectives, functions, and teaching material of literature in the 2013 KTSP and Curriculum have not optimally responded to the development of digital literature era.

Pengaruh Manajemen terhadap Mutu Pendidikan Sekolah

This research was conducted with the aim of seeking information that there was an influence of management on improving the quality of school education, based on the Education Unit Level Curriculum or abbreviated as the KTSP in 2006. The study was conducted on elementary level education staff (SD / MI and SMP / MTS) and intermediate (SMA / MA and SMK / MAK) who have implemented the curriculum, especially the Jakarta area. 
 The results of the study for the group of education workers who implemented KTSP management had an average of 6.97 and for the group of educators who did not implement the KTSP obtained Lₒ of 0.1204 and for the group of educators not implementing KTSP management it was obtained at 0.1268 while L table for 40educators, a significant level of 0.05 at 0.14 means lₒ <Ltabel. It can be concluded that the population has a normal distribution. The results of the homogeneity research obtained X counts of 0.0053 X² table of 3.84 means that X² counts <x² tables, it can be concluded that both populations have the same variance or homogeneity. Testing the hypothesis by using the t test obtained t count of 2.1483 while the significant level of 0.05 degrees of freedom 78 obtained t table of 1.66 means t count> t table then Hᵃ is accepted so that there is management influence on the quality of school education for educational units implementthe KTSP.

PENGARUH MANAJEMEN TERHADAP MUTU PENDIDIKAN SEKOLAH

This research was conducted with the aim of seeking information that there was an influence of management on improving the quality of school education, based on the Education Unit Level Curriculum or abbreviated as the KTSP in 2006. The study was conducted on elementary level education staff (SD / MI and SMP / MTS) and intermediate (SMA / MA and SMK / MAK) who have implemented the curriculum, especially the Jakarta area. 
 The results of the study for the group of education workers who implemented KTSP management had an average of 6.97 and for the group of educators who did not implement the KTSP obtained Lₒ of 0.1204 and for the group of educators not implementing KTSP management it was obtained at 0.1268 while L table for 40educators, a significant level of 0.05 at 0.14 means lₒ <Ltabel. It can be concluded that the population has a normal distribution. The results of the homogeneity research obtained X counts of 0.0053 X² table of 3.84 means that X² counts <x² tables, it can be concluded that both populations have the same variance or homogeneity. Testing the hypothesis by using the t test obtained t count of 2.1483 while the significant level of 0.05 degrees of freedom 78 obtained t table of 1.66 means t count> t table then Hᵃ is accepted so that there is management influence on the quality of school education for educational units implementthe KTSP.

PROBLEMATIKA KURIKULUM 2013 PENDIDIKAN AGAMA ISLAM DAN KEPEMIMPINAN INSTRUKSIONAL KEPALA MADRASAH IDTIBA’IYAH KOTA PASURUAN

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.

A SHORT STORY READING SECTION AS AN ALTERNATIVE WAY TO IMPROVE STUDENT’S LITERACY IN SD N 6 PANJER KEBUMEN

<em>The goverment made changes to the Indonesian education curriculum of the education unit level curriculum into the curriculum of 2013. Changes in the curriculum in 2013 lies in the preparation of the RPP (Lesson Plan) and the ability of literacy. The emphasis on the preparation of the RPP has been resolved with the holding of training, but to literacy still unwell. One way to improve the literacy skills is through the reading of short stories. The reading of the short story aims to help improve reading skills and knowledge of sentence patterns, so it can be an idea to create an article. The focus on this study include: (1) The concept of reading a short story; (2) The impact of short story readings. These studies include: (1) The reading of short stories is an activity habituation to read a fictional narrative prose text .; (2) The impact resulting from the reading of short stories such as enhancing the knowledge, encourage the growth likes to read, and to foster the ability to write.</em>

Perencanaan Mengajar dalam Implementasi Kurikulum

So that learning and teaching activities can run and be carried out properly and smoothly, teaching planning is needed. Descriptive teaching is defined as the process of delivering information or knowledge from the teacher to students. For the teaching process, the process of conveying knowledge will be more appropriate if interpreted by instilling knowledge. The curriculum as an education program that has been planned systematically, has a very important role in the education of students. Implementation of the curriculum is a process of applying concepts, ideas, programs, or curriculum arrangements into learning practices or new activities so that changes occur in a group of people expected to change. The implementation of the curriculum can also be interpreted as the actualization of the written curriculum in the form of learning. Education unit level curriculum is an operational curriculum that is structured and implemented by each education unit. In the outline of SBC includes five main activities, namely the implementation of the learning process, assessment of learning outcomes, and supervision of the learning process.

STUDI PENGEMBANGAN PERANGKAT PEMBELAJARAN (BAHAN AJAR) DI MTS AL-KHAIRAT KOTA TERNATE

The development of learning devices and teaching materials is essentially the development of short-term learning tools to estimate or project what will be done in learning activities. The development of learning tools and teaching materials are translated from syllabus or RPP to direct students' learning activities in an effort to achieve Basic Competency. This research is descriptive qualitative researchers with data collection techniques, namely: (1). Observation Technique; (2). Interview technique; and (3). Documentation techniques. As for the purpose of this study to find out the development of learning devices and teaching materials at MTs Al-Khairat. Kota Ternate and to find out the factors that influence the development of learning devices and teaching materials. The results of this study indicate that the development of learning devices and teaching materials at MTs Al-Khairat. Kota Ternate are as follows: (1). learning devices and teaching materials at MTs Al-Khairat Kota Ternate in using educational unit level curriculum. But in the study of compost and its substance there are some teachers who have not understood substantially. Without formulation and indicators that have been set in the development of learning devices; and (2) In the development of learning devices and teaching materials at MTs Al-Khairat. Kota Ternate begins with an analysis of subject matter in accordance with standards and compotency expected in the formulation of the development of learning tools namely (RPP) and syllabus, where teachers are still experiencing difficulties. This is due to the lack of involvement of teachers in developing their competence or training in developing teaching materials / learning devices. Keywords: Development, Teaching Materials, MTs Al-Khairat Kota Ternate

STRATEGI PEMBELAJARAN BAHASA INDONESIA DI ERAKURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

The purpose of writing this article is to improve knowledge about the Indonesian Language Learning Strategy which can be useful for all parties in the future. This research uses literature review with data collection technique by using existing literature books. This article attempts to describe the concept of Indonesian language learning strategies using a learning approach, learning methods and techniques that are in accordance with the Education Unit Level Curriculum through the author's argument. The results of the literature review found that the learning management strategy is a component of the variables methods that deal with how the interaction between student with any other variables method. This Strategy relating to decision about organizational strategies and spesific delivery strategies used during the learning process. There are four classifications of variables strategies of learning management which include (1) scheduling the using of learning strategies, (2) making notes on student learning progress, and (3) motivational management, and (4) learning control. From the description above, it can be conclude in order to make indonesian language learning in the classroom interesting, so the teacher is expected to be able to carry out learning by applying/using appropriate learning strategies (methods and techniques). The strategy that must be adjusted to the basic competency and learning Indicators by involving students maximally learning activity.

PELAKKSANAAN KURIKULUM DI SEKOLAH DASAR MILIK YAYASAN XAVERIUS PALEMBANG

ABSTRACTThe curriculum becomes one of the important things in the implementation of learning activities. This is because the curriculum contains the objectives to be achieved through learning activities. Changes in curriculum in Indonesia certainly need to be accompanied by understanding and implementation in school. This study describes theimplementation of the curriculum in elementary schools belonging to the Palembang Xaverius Foundation. This study is part of the research on the development of teaching materials and was carried out in six elementary schools under the auspices of the Palembang Xaverius Foundation in September 2016. The interviews were used to collect data and data analysis was carried out with reference to qualitative research procedures. The results showed that the six schools studied carried out the 2013Curriculum for one semester and continued with returning to the Education Unit Level Curriculum. in the year the research was carried out, the government determined to implement the 2013 Curriculum for several schools.Keyword: curriculum, elementary school, curriculum implementation

PENERAPAN KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) DAN KURIKULUM 2013 (K-13) DALAM PELAJARAN IPA DI SMP SE-DISTRIK JAYAPURA SELATAN DAN DISTRIK ABEPURA KOTA JAYAPURA

Have did a research of Implementation of Educational Unit Level Curriculum and Curriculum of 2013. In Science Education of Junior Elementary School at Se-District of North Jayapura and Abepura District in Jayapura Municipality. This research aimed to know about the implementation, the differences in implementation, the obstacle and solution between implementation of Educational Unit Level Curriculum and Curriculum of 2013, the result of implementation analysis will be refer to standardization that have been defined of Permendikbud as a reference in Curriculum of 2013 implementation.The type of this research is qualitative research. The method or technique of collecting data is interactive and non-interactive. The samples are all of Junior High School in Distrik Jayapura Selatan and Distrik Abepura Jayapura City which Implementation Educational Unit Level Curriculum and Curriculum of 2013.The result of research on Science Education learning process that supported by teacher’s questionnaire (1) The Process of learn planning, the level of success is 84% for Educational Unit Level Curriculum and 87% for Curriculum of 2013 (2) Implementation of the learning process, the level of success is 88% for Educational Unit Level Curriculum and 89% for Curriculum 2013 (3) The Learning Assessment, the level of success is 74% for Educational Unit Level Curriculum and 83% for Curriculum 2013 (4) The assessment to the result of Learning, the level of success is 81% for Educational Unit Level Curriculum and 87% for Curriculum 2013. Supervision of the process of learning is a good. Aplication of difference on: 1) Standars of contents; 2) Standars process; 3) Default judgment; 4) the use of the media. Contraints in the implementation of Educational Unit Level Curriculum and Curriculum of 2013: Human resources (HR), power support, integration of lessons (thematic/integrated).

Historical Learning in Border of Indonesia-Timor Leste

Learning history that is taught in schools has a strategic position in shaping the character and civilization of a dignified nation and in the formation of Indonesian man who has a sense of nationality and love of the country. By studying history at school it is hoped that students will get national insight which will be a milestone in the creation of nationalism and social solidarity. The type of this research is descriptive qualitative. Data completion technique used is interview, observation and document study. Once the data is collected, the data will be validated by means of triangulation. Data analysis technique used is interactive model. Results of this study show that in public high school 1 Malaka Timur in Indonesia-Timor Leste, still using Education Unit Level Curriculum (KTSP) and in teaching history, teachers always use Lecture, Discussion and Questioning Methods. Before implementing the teacher's learning starts first. Competency Standards & Basic Competencies, introductory methods, lesson plans, and instructional media. Implementation of learning consists of three stages, namely, initial activities, core activities (exploration, elaboration, confirmation), and end activities.