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All Journal Open Access Indonesia Journal of Social Sciences Indonesian Community Empowerment Journal Open Access Indonesia Journal of Social Sciences
Mohammad, Abdulla I.
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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Demographic Profiles and the Percieved-Actual Responses of the Grade 7 History Teachers on the Implementation of the K-12 Curriclum in the Province of Sulu Mohammad, Abdulla I.
Open Access Indonesia Journal of Social Sciences Vol. 4 No. 3 (2021): Open Access Indonesia Journal of Social Sciences
Publisher : HM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37275/oaijss.v4i2.65

Abstract

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher’s Competency, Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master’s degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher’s Competency: Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.
Demographic Profiles and the Percieved-Actual Responses of the Grade 7 History Teachers on the Implementation of the K-12 Curriclum in the Province of Sulu Mohammad, Abdulla I.
Open Access Indonesia Journal of Social Sciences Vol. 4 No. 3 (2021): Open Access Indonesia Journal of Social Sciences
Publisher : HM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.536 KB) | DOI: 10.37275/oaijss.v4i2.65

Abstract

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher’s Competency, Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master’s degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher’s Competency: Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.
Issues and Challenges Confronting History Teachers in the Implementation of K-12 Curriculum in the Province of Sulu Mohammad, Abdulla I.
Indonesian Community Empowerment Journal Vol. 1 No. 2 (2021): Indonesian Community Empowerment Journal
Publisher : HM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37275/icejournal.v1i2.8

Abstract

The K-12 program intended to produce graduates will be more prepared to enter the labor force. However, the problem concerning the implementation of the K-12 curriculum is the cost. Indeed, the benefits of K-12 implementation are correlated with the problems and challenges of its implementation for teachers and other stakeholders. This study aimed to determine the issues and challenges confronting history teachers in the implementation of the K-12 curriculum in the province of Sulu. This study used a survey research design. The data in this survey were sourced from the respondents, library works, and internet research. The participants of this survey study consisted of history teachers from the different public and private high schools in Sulu. Purposive sampling was employed in this study. It was purposive for the fact it uses history teachers in public and private high schools in some of the municipalities and provinces of Sulu for the school year 2018- 2019. The data from the respondents were obtained through the questionnaire. The result revealed that the history teachers strongly agreed on the issues and challenges that would serve as problem areas in the curriculum implementation namely, learning resources and needs, teacher’s competency, administrator’s competency and teaching, supervisor’s competency, monitoring, technical assistance, evaluation, and assessment. In conclusion, history teachers must improve their educational attainment and read more about techniques and strategies for history subjects in implementing the K-12 curriculum.
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