Research Article
Mechanisms, Problems, and Strategies of Teachers in Implementing Curriculum Reform: A Case Study of Indonesian at Elementary Schools
@INPROCEEDINGS{10.4108/eai.15-11-2019.2296282, author={Sudirman Sudirman and Abd. Haling}, title={Mechanisms, Problems, and Strategies of Teachers in Implementing Curriculum Reform: A Case Study of Indonesian at Elementary Schools}, proceedings={Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia}, publisher={EAI}, proceedings_a={ISLLCE}, year={2020}, month={6}, keywords={implementation curriculum strategy innovative adaptation}, doi={10.4108/eai.15-11-2019.2296282} }- Sudirman Sudirman
Abd. Haling
Year: 2020
Mechanisms, Problems, and Strategies of Teachers in Implementing Curriculum Reform: A Case Study of Indonesian at Elementary Schools
ISLLCE
EAI
DOI: 10.4108/eai.15-11-2019.2296282
Abstract
This study aims to describe the mechanisms, problems, and strategies in implementing curriculum reform (CR) in Indonesian at elementary schools. This study used a qualitative approach in the form of cases in a Superior Elementary School (SES) and a Regular Elementary School (RES). Subject of study consist of two teachers, a teacher at the SES and also at the RES one. Result showed that (1) implementation of curriculum mechanism are motivate, organize, introduce, explain, explore, clarify and reflect, (2) the problems arose which were teachers lack confidence in completing the syllabus, the teachers’ experiences obstacles in developing basic competencies operationally, textbooks content is less in accordance with the curriculum, teachers have not mastered the subject and lack understanding about assessment applied, (3) the teacher’s strategies are, both teachers have a high motivation and expectation to achieving the goal optimally, adjust the curriculum by developing competency with concrete examples, taking part in Teacher’s Working Group, and making communicate to the instructor directly. Yet, curriculum’s message has not been fully delivered as we expected. So, training is needed on syllabus development, basic competency development, mastery of material and presentation techniques and assessment of lessons in the curriculum reform especially in RES.
