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The Role of Curriculum in The Student' Geography Learning
Outcome in SMA Sekadau Hulu, West Kalimantan Barat
Beti Munawaroh and Muhsinatun Siasah Masruri
Graduate Program of Geography Education, Universitas Negeri Yogyakarta, Indonesia
beti.munawaroh93@gmail.com, muhsinatun_siasah@uny.ac.id
Keywords: Curriculum, Learning Outcome, Geography.
Abstract: Curriculum 2013 addresses the scientific approach to learning since it matches a scientific process. This
study aimed to compare the Curriculum 2013 and KTSP. This study was classified as a descriptive
quantitative study conducted by doing observations and tests. This study was conducted in two schools,
SMAN 1 Sekadau Hulu that implements Curriculum 2013, and SMA PGRI 05 Sekadau Hulu that
implements KTSP. The result of the study showed that SMA PGRI 05 Sekadau Hulu possessed higher
percentage on the students who passed the standard excellently; however, it also possesses higher
percentage on the students who failed to pass the standard. 26% of the students of SMA PGRI 05 Sekadau
Hulu failed to pass the standard, while in SMAN 1 Sekadau Hulu, only 9% of the students who failed to
pass the standard. This study concluded that Curriculum 2013 could increase the student' learning outcome
in Geography subject of Class 10.
1 INTRODUCTION
The curriculum takes the vital role in the world of
education. It assists teacher managing the class,
planning the learning activities and achieving the
goal of the education. The purpose of Curriculum is
to improve the education quality in the national scale
to create a high-quality human resource
(Sukmadinata, 1988). Curriculum 2013 is the newest
Curriculum in Indonesia and is implemented since
2013/2014 academic year. Curriculum 2013
addresses the scientific approach to learning since it
matches a scientific process.
The implementation of scientific approach aims
to make the students recognize and understand
various materials anywhere at any time, they do not
rely on the teachers' one-way information
(Majid,2014). Through scientific approach, the
learning process becomes more meaningful for
children. They can directly understand and practice
the materials within the classroom by the stages of
learning in the scientific approach.
2 RESEARCH METHODOLOGY
This study was classified as a descriptive quantiative
study conducted by doing observations and tests.
The subjects of this study were two different schools
to find out the effect of curriculum on the geography
learning outcome: (a) SMAN 1 Sekadau Hulu that
implements Curriculum 2013, and (b) PGRI 05
Sekadau Hulu that implements KTSP. The sample of
this study was the Class 10 of SMAN 1 Sekadau
Hulu and Class 10 of SMA PGRI 05 Sekadau Hulu.
The criteria of minimum mastery standard shall be
included within the Student Term Report as the
reference to respond the students’ learning outcome.
(Depdiknas,2008). The learning activities were
determined by the geography teachers of the school.
The function of determining learning activities is to
make the school/teacher/students have a clear
standard in determining the mastery. Further, its
purpose is to make the boundary of each subject for
parallel class similar (Depdiknas,2013). Table 1.1 is
the Minimum Mastery Standards based on the two
schools.
Table 1: The provision of minimum mastery standard.
Source: SMA PGRI 05 Sekadau Hulu and
SMAN 1 Sekadau Hulu
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Munawaroh, B. and Masruri, M.
The Role of Curriculum in The Student’ Geography Learning Outcome in SMA Sekadau Hulu, West Kalimantan Barat.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 492-494
ISBN: 978-989-758-343-8
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