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Fakhmi, Shinta
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Education

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KONSTRUKSI SOSIAL GURU SEJARAH TERHADAP PEMBELAJARAN SEJARAH KURIKULUM 2013 PADA SMA DI KABUPATEN SEMARANG Fakhmi, Shinta; Atmaja, Hamdan Tri
Indonesian Journal of History Education Vol 7 No 2 (2019): Indonesian Journal of History Education
Publisher : Jurusan Sejarah Universitas Negeri Semarang, Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v7i2.36427

Abstract

Tujuan penelitian ini adalah mendeskripsikan konstruksi sosial guru sejarah terhadap Kurikulum 2013, mendeskripsikan implementasi Kurikulum 2013 dan kendala pelaksanaan Kurikulum 2013 dalam pembelajaran sejarah pada SMA di Kabupaten Semarang. Penelitian ini termasuk penelitain kualitatif. Teknik pengumpulan data dilakukan dengan wawancara mendalam, dokumen, dan observasi. Teknik analisis dalam penelitian ini dengan menggunakan metode pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini ditemukan bahwa pada penerapan Kurikulum 2013 dalam pembelajaran sejarah, konstruksi sosial guru sejarah terhadap Kurikulum 2013 pada SMA di Kabupaten Semarang bervariasi, karena proses dialektika yang guru alami melalui pengalaman yang berbeda dan dipengaruhi oleh beberapa faktor. Guru dalam mengimpelentasikan Kurikulum 2013 pada pembelajaran disesuaikan dengan karakteristik sekolah, sarana dan prasarana sekolah, serta karakteristik siswa, dalam penerapan Kurikulum 2013 menimbulkan kendala yang beragam. Kendala yang dihadapi guru yaitu mengenai keaktifan siswa, kurangnya literasi, penggunaan model dan metode pembelajaran, serta kurangnya pelatihan bagi guru untuk membantu pemahaman guru mengenai penerapan Kurikulum 2013 dalam pembelajaran.
History Teachers' Social Construction of History Learning in the 2013 Curriculum in High Schools in Semarang Regency Fakhmi, Shinta; Atmaja, Hamdan Tri
Indonesian Journal of History Education Vol 7 No 2 (2022): Indonesian Journal of History Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v7i2.36427

Abstract

The purpose of this study is to describe the social construction of the history teacher of the 2013 curriculum, the implementation of the 2013 curriculum, and the constraints on implementing the 2013 curriculum in history learning at high schools in Semarang Regency. This research includes qualitative data collection techniques through in-depth interviews, documents, and observations. This study's analysis technique uses data collection, reduction, presentation, and conclusion. This study found that in applying the 2013 curriculum in learning history, the social construction of the history teacher 2013 curriculum in high schools in the Semarang district varied due to the dialectical process teachers experienced through different experiences and influenced by several factors. In implementing the 2013 curriculum on learning, the teacher is adjusted to the characteristics of the school, school facilities, and infrastructure, and the characteristics of students applying the 2013 curriculum present various obstacles. Constraints faced by teachers include student activeness, lack of literacy, use of learning models and methods, and lack of training for teachers to help teachers understand the application of the 2013 curriculum in learning.
Co-Authors Hamdan Tri Atmaja