The Management of 2013 Curriculum in Improving the Quality of

Learning at SDN 23 Ternate City

Mardia Hi. Rahman, Astuti Salim, Ridwan Jusuf

Faculty of Teacher Training and Education, Khairun University, Ternate Indonesia

Keywords: Curriculum management, Learning quality

Abstract: The research aims to know the 2013 curriculum management model, supporting and inhibitory factors of

curriculum management implementation and the role of curriculum management to improve the quality of

learning at SD Negeri 23 Kota Ternate. The research method is a descriptive method with a qualitative

approach. The data collection techniques are observation, interviews, and documentation studies. The

research subject consists of the Principal and the Teacher of SD Negeri 23 Kota Ternate. The results of the

study indicate that: (1) The curriculum planning is carried out including the arrangement of the school

academic calendar, the intra-curicular and extra-curricular activities, and the division of teacher teaching

tasks, develop annual programs, semester programs, Core Competencies and Basic Competencies mapping

based on the theme of each subject in a particular theme, formulation of syllabus, Minimum Criteria of

Mastery Learning, and Lesson Plan. (2) The implementation of the curriculum is always guided by the

planning that has been set; (3) Evaluation of the curriculum implemented by the principal and teachers to

determine the level of program achievement. and (4) Supporting factors; the involvement and commitment

of the teacher (5) 2013 curriculum arrangement by the team can improve the quality of learning.

1 INTRODUCTION

Learning is not only transferring knowledge from

the teacher to the students, but the teachers should

be able to make students learn and understand what

they are learning, because the essence of learning is

how to make students learn. Learning as a process, it

must be well designed by using various models and

learning approaches to create a fun learning process

for students.

The quality of learning nowadays is still being

questioned by various groups, especially users of

education services, and one of the reasons is the

weak of learning process carried out by teachers.

The curriculum is not only as a setting of learning

schedules as some people assumes, but the

curriculum is a guideline for teachers to develop

learning that starts from planning to evaluation and

follow-up of the learning process. In the Law on the

national education system, it is stated that the

curriculum is a set of plans and arrangements

regarding the purpose, content, and material of

learning and the methods used as guidelines for the

implementation of learning activities to achieve

certain educational goals. The learning process

carried out by the teacher to be more focused, the

teacher must understand the curriculum. Information

from the curriculum is the material for teachers to

develop syllabus and lesson plans. The teacher

should be able to understand all components of

learning activities both in terms of planning,

implementation, and evaluation of learning.

The development of Lesson Plans is closely

related to learning activities and implementation of

guidance, because the contents of the curriculum are

not only in subjects, but include other things outside

the subject matter as long as it is the responsibility

of the school to be given to students, such as hard

work, discipline, good learning habits, and honest

learning (Mulyasa, 2007). Learning planning is one

of the absolute requirements for every learning

management activity. Without planning,

implementing an activity will experience difficulties

and even failure in achieving the desired goals

(Sobry, 2009).

Rahman, M., Salim, A. and Jusuf, R.

The Management of 2013 Curriculum in Improving the Quality of Learning at SDN 23 Ternate City.

DOI: 10.5220/0008897100380042

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 38-42

ISBN: 978-989-758-439-8

An understanding of curriculum management

will bring the school to achieve its overall vision and

mission. It will be very influential if the principal

and teacher do not understand curriculum

management well, it will impact on errors in the

pattern of education. Errors in the pattern of

education will affect the lack of quality of education

output.

The curriculum management that will be

examined in this research is curriculum management

that starts in terms of planning, organizing,

implementing and evaluating which will help

teachers improve the quality of learning. The

preliminary study of researchers at SDN 23 Kota

Ternate that has already implemented the 2013

curriculum in 2013, but where the readiness of

learning devices for the 2013 curriculum was still

very minimal.

2 LITERATURE REVIEW

2.1 Curriculum Management

Management is one of the important things done and

implemented in the learning process, so that the

learning process can run effectively and efficiently.

Management is a continuous process that contains

special abilities and skills possessed by someone to

do an activity either individually or with other

people or through other people in coordinating and

using all sources to achieve organizational goals

productively, effectively and efficiently

(Engkoswara & Komariah, A, 2010). The

curriculum, according to Sanjaya (2009), is not only

concerns the entire school effort to influence

students learning both inside and outside the

classroom or even outside of school. For the

effectiveness of its application, the teacher is

required to understand curriculum management

which enables optimal efforts to improve the quality

of education.

Curriculum Management is a process work

together (cooperation) in an organization through a

systematic and coordinated process that regulates

and facilitates the achievement of teaching goals in

schools effectively and efficiently (Murniati, AR, et

al, 2016).

2.2 Learning Quality

The principles of learning process involves teachers

and students, because in the learning process there is

an interaction between the teacher and the students.

Sagala (2007) says that learning has two

characteristics, namely: 1) in the learning process

involves the process of thinking and 2) in the

learning process build a dialogical atmosphere and a

continuous question and answer process that is

directed at improving and improving students'

thinking skills, which in turn thinking skills can help

students to acquire the knowledge they construct by

themselves. Thus, it can be said that the quality of

learning depends on a variety of learning inputs

which include teaching materials, teacher learning

varieties methods, facilities and infrastructure as

well as teacher's abilities and students' initial

abilities.

From this explanation, it can be said that

improving the quality of learning is a series of

learning activities that must be carried out by

teachers and students to improve the quality or the

quality of continuous learning. The quality of

learning in Elementary Schools is often overlooked,

not because of the teacher's inability to manage and

carry out learning, but because there are so many

learning materials that must be taught by the teacher

to the class they care for. Elementary teachers as

classroom teachers are required to have the ability to

teach five basic subjects whose material is quite

dense. With these problems, the teacher must be able

to manage the learning process in such a way that

students are actively learning and the teacher only

acts as a facilitator of student learning. 2013

curriculum in its implementation provides

opportunities for teachers to further activate students

by using various learning models. By activating

students it is expected that the quality of learning

will increase.

This study refers to the RIP of Khairun

University, especially RIP 05, which is about

Improving Education Quality. Strategic problems

and issues. North Maluku Province, which is an

archipelago, has the potential of each region to have

potential, excellence and weakness in implementing

educational programs, especially in the learning

process which is related to curriculum management.

Elementary School which is the basic platform of

student competence must be managed and developed

in such a way that the quality of education is

expected to be achieved.

The Management of 2013 Curriculum in Improving the Quality of Learning at SDN 23 Ternate City

3 METHODOLOGY

3.1 Types of Research

This type of research is qualitative research, namely

research that intends to interpret the existing

curriculum management at SDN 23 Kota Ternate in

improving the quality of learning. This research

includes descriptive research, because it aims to

describe planning, organizing, implementing and

evaluating curriculum.

Figure 1: Research Process Flow.

4 RESEARCH FINDING

4.1 Result

Schools as educational institutions have the

functions to educate the nation's children need to be

well organized and managed, in order that the

school's vision, mission and goals are set to be

achieved. Every school certainly has curriculum

management as the direction of the learning process

and improvement of the quality of education.

Curriculum management relates to how to plan the

curriculum, implement, and evaluate the curriculum.

The results showed that: (1) Curriculum planning

was carried out covering the preparation of school

academic calendars, preparation of intracurricular,

extracurricular activities, and teacher teaching

assignments, compiling annual programs, semester

programs, mapping KI and KD based on the themes

of each subject in a particular theme preparation of

syllabus, determination of KKM, and preparation of

lesson plans. The curriculum planning process is

determined based on the agreement of the drafting

team with the principal, so that all the stages that

have been set up can be carried out effectively by

the teachers who are members of the curriculum

development team; (2) The implementation of the

curriculum is always guided by predetermined

planning. The implementation of the curriculum is

part of the process of improving the quality of

learning. The curriculum implementation regulates

all operational activities both in the implementation

of the learning process and in all school activities

that support the improvement of the quality of

learning. The implementation process is illustrated

by an increase in the discipline of teachers and

students, the implementation of extracurricular

activities, the development of students, both through

intracurricular activities, as well as other activities

related to improving learning, so that a positive

impact on improving the quality of education; (3)

Evaluation of the curriculum carried out by the

principal and teachers to determine the level of

achievement of the program, namely by

implementing supervision and supervision carried

out by the principal of all teachers with a

predetermined schedule. Evaluation of curriculum

implementation is carried out in all aspects both in

terms of objectives, material or curriculum content,

learning strategies, assessment strategies and aspects

of their implementation. Evaluation activities are

carried out to determine the achievement of the

curriculum, teacher performance and the success of

students in participating in the learning process. The

successful implementation of the curriculum will

have an effect on improving the quality of

education; and (4) Supporting factors in the

implementation of curriculum management are the

involvement and commitment of teachers in

implementing the 2013 curriculum in accordance

with the applicable provisions and obstacles in the

implementation of the curriculum is that all

curriculum programs have not been implemented as

determined, both by principals and teachers. (5)

Curriculum 2013 that has been made by the

curriculum development team can improve the

quality of learning. The draft curriculum that has

been made can be shown in (attachment 3)

4.2 Discussion

Research conducted at SDN 23 Kota Ternate

involved all teachers and school principal. The first

stage of the research was to review the curriculum

that had been made by the curriculum development

team in the school with the intention to see the

ICTL 2018 - The 1st International Conference on Teaching and Learning

weaknesses or shortcomings of the curriculum

prepared. The results of the study found deficiencies

that need to be refined or revised again in the school

curriculum. These shortcomings include the absence

of an extracurricular activity schedule as a form of

student self-development, unscheduled scouting

activities, and the Lesson Plan (RPP) that is not

uniform between one teacher and another teacher.

The learning model used is still not maximally

implemented and is still not in accordance with the

learning material, the learning model is only written

without being accompanied by the syntax / steps of

the appropriate learning model and the use of

learning media that are not yet suitable and even less

used by the teacher. In addition, curriculum

development, especially in the preparation of lesson

plans, has not yet been fully developed by the

teacher but is still being developed or referring to the

RPP prepared during the activities of the Teacher

Working Group (KKG).

Based on these findings, the research team

conducted a workshop with the school curriculum

development team to refine / revise the school

curriculum. This activity is intended to train teachers

in the preparation of curriculum, especially in the

preparation of lesson plans that meet the standards

that can be used as guidelines in the implementation

of the learning process to improve the learning

process. The workshop produced a draft in

document 1 of curriculum 2013 containing the

structure of the curriculum, vision, mission and

objectives of the school, KKM for each subject,

types of extracurricular activities and self-

development. The research team and the teacher also

compiled the RPP especially the odd semester,

especially the Lesson Plan at the fifth grade with

several themes. The Lesson Plan (RPP) produced is

expected as an example for other teachers in

developing lesson plans to improve the learning

process.

The curriculum developed by the school has not

been well implemented by the teachers, because

there are various problems that have become

obstacles in the implementation of the curriculum

2013 at SDN 23 Kota Ternate.These obstacles are

found (1) there are still teachers who think that the

curriculum is only a document and signs in carrying

out the learning process; (2) the teacher only uses

the finished curriculum (the result of the compilation

of the KKG group), whereas what is desired is the

curriculum must be the result of the creativity of the

teacher so that the learning process is the best

process for the success of students who support the

improvement of learning quality; (3) teachers

assume that the curriculum is only limited to orderly

administration that must be met by teachers to be

able to carry out the learning process without regard

to the quality of what is planned; (4) facilities and

infrastructure that support the implementation of

curriculum management, especially learning

facilities. Schools do not have learning media that

can be used by teachers as teaching aids to clarify

learning material and lack of creative teachers in

designing media or can use materials that are around

the school environment that can be used as learning

media.

In addition to these factors which are considered

as inhibiting factors for the implementation of

curriculum management, there are supporting factors

that can be used as a driver of improving the quality

of learning at SDN 23 Kota Ternate. These

supporting factors include: (1) all teachers are

actively involved in KKG activities that are expected

with these activities the teacher has basic knowledge

of the curriculum that makes it easy for the

development team to collaborate in revising the

curriculum to be used; (2) the discipline of teachers

and students in carrying out the learning process.

Teacher discipline in carrying out the learning

process greatly influences student discipline in

following the learning process; and (3) the excellent

collaboration between the curriculum development

team and the division of work tasks evenly so as to

improve team performance in supporting the

achievement of the completion of the curriculum

draft.

Teachers as curriculum developers in the class

have the task to translate and describe the values

contained in the curriculum to students. The school

curriculum compiled by the school itself is a very

strategic instrument in improving the quality of

learning, which results in increased quality of

students. The curriculum has a very fundamental

relationship in the effort to achieve school goals.

Good curriculum management will support

curriculum functions to develop all the potential

students have. The curriculum developed in its

implementation must be able to stimulate all

students potential with various activities and student

learning experiences. The curriculum must be able

to stimulate students' creativity to be able to create

something that can benefit themselves in the future.

Curriculum management should be a manual and

guide for schools, teachers and all school members

in an effort to improve the quality of learning. The

curriculum applied in the learning process is not

only limited to the delivery of knowledge that has

been designed, but what is stated in the curriculum

The Management of 2013 Curriculum in Improving the Quality of Learning at SDN 23 Ternate City

must be able to develop all students' abilities and

apply them in daily life, so that the quality and

values in an institution can be realized well.

5 CONCLUSION

(1) All of these stages are carried out effectively by

the teachers;

(2) The implementation of the curriculum is always

guided by predetermined planning. The

implementation process illustrates the increasing

discipline of teachers and students, the running of

extracurricular activities, the development of

students, both through intracurricular activities, as

well as other activities related to improving learning,

so that a positive impact on improving education

quality;

(3) Evaluation of the curriculum is carried out by the

school principal and teachers to determine the level

of program achievement. The existence of

evaluation activities can be known the level of

teacher performance and the success of students in

following the learning process, so that it influences

the improvement of the quality of education;

(4) Supporting factors in the implementation of

curriculum management are the involvement and

commitment of teachers in implementing the

curriculum 2013 in accordance with the applicable

provisions and obstacles in the implementation of

the curriculum is that all curriculum programs have

not been implemented as determined, both by

principals and teachers.

(5) Curriculum 2013 that has been made by the

curriculum development team can improve the

quality of learning. The teachers needs a training for

to understand the curriculum, in order that they are

be able to develop curriculum independently at

school.

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