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Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia
ISSN : 18296750     EISSN : 27981363     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
curriculum development; curriculum design; curriculum implementation; curriculum evaluation; instructional development; model of instructional; media of instructional; evaluation of instructional
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "vol 12, no 2 (2015): inovasi kurikulum, august 2015" : 7 Documents clear
Pengembangan Kurikulum Pendidikan dan Pelatihan (Diklat) Guru Profesional SD Kelas Awal di Provinsi Banten S. Surjono
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48233

Abstract

Tingkat kompetensi guru sangat rendah. Guru harus diberikan kesempatan untuk mengikuti pendidikan dan pelatihan. Profesi guru merupakan soft profesion, harus diberikan pelatihan (in service training) secara rutin. Permasalahannya adalah belum ada kurikulum diklat yang lengkap untiik peningkatan kompetensi guru. Penelitian ini bertujuan untuk menghasilkan dokumen kurikulum diklat guru profesional SD kelas awal yang komprehensif meliputi kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian dan kompetensi social di Provinsi Banten. Penelitian menggunakan metode campuran (mix methods), yaitu mengkombinasikan pendekatan kuantitatif dan kualitatif dalam pengumpulan dan anaiisis data. Ada empat kegiatan yang dilakukan dalam penelitian ini yaitu; studi pendahuluan, training need assessment dengan survei, perumusan kurikulum diklat dengan pendekatan kualitatifdan validasi dokumen kurikulum dengan teknik delphi. Hasil penelitian adalah dokumen kurikulum diklat guru profesional SD kelas awal yang komprehensif meliputi kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian dan kompetensi social di Provinsi Banten yang dapat digunakan sebagai pedoman dam penyelenggaraan diklat. Keempat kompetensi guru tersebut memang harus dikembangkan secara bersama-sama karena satu dengan lainnya saling mempengaruhi. Penguasaan keempat kompetensi secara baik akan membentuk guru yang bermutu. Guru yang bermutu merupakan syarat mutlak hadirnya sistem dan praktik pendidikan yang berkualitas. Implikasi dari temuan penelitian ini adalah dalam penyelenggaraan diklat guru, struktur kurikulumnya harus mengkombinasikan keempat kompetensi guru. Hasil penelitian ini dapat digunakan sebagai acuan dalam pengembangan kurikulum diklat guru.
Pendekatan Pembelajaran Kontekstual pada Mata Pelajaran Pendidikan Agama Islam di SMA Laboratorium Percontohan UPI Ronny Mugara
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48172

Abstract

Latar belakang penelitian ini diilhami oleh adanya kesenjangan antara harapan pada tujuan mata pelajaran Pendidikan Agama Islam di SMA dengan kenyataan. Saat ini penyampaian materi pendidikan Agama di sekolah sebagian besar masih dilakukan hanya sebatas teori, padahal yang 14,ih penting adalah menciptakan suasana keagamaan bagi peserta didik yang membutuhkan dukungan kerjasama antara penanggung jawab pendidikan di lingkungan pendidikan. Salah satu model pembelajaran yang diharapkan dapat meningkatkan prestasi belajar peserta didik dan untuk meningkatkan pemahaman agamanya, ialah model Contextual Teaching and Learning (CTL), yaitu suatu pendekatan pembelajaran yang mengaitkan suasana pembelajaran dengan konteks di mana siswa berada. Penelitian yang dilakukan di SMA Laboratorium-Percontohan UPI dengan pendekatan penelitian kualitatif ini menunjukkan bahwa pada dasarnya guru PAI di SMA Laboratorium-Percontohan UPI telah merencanakan pengajaran sesuai dengan karakteristik pembelajaran kontekstual mulai dari penyusunan kelengkapan administrasi pembelajaran hingga penetapan instrumen evaluasinya. Sementara itu, kegiatan proses pembelajaran melalui pendekatan kontekstual dalam PAI di SMA Laboratorium-Percontohan UPI telah dilakukan secara menyeluruh dengan langkah-langkah yang sejalan dengan karakteristik pembelajaran kontekstual Lcrsebut. Berkenaan dengan dampak pembelajaran kontekstual terhadap aktivitas keseharian siswa, ditemukan fenomena yang memperlihatkan tingkat pemahaman siswa yang cukup tinggi terhadap materi yang telah dipelajarinya, bahkan telah mampu menerapkannya dalam kehidupan kesehariannya. Namun demikian, kelengkapan unsur-unsur penunjang Pendidikan Agama Islam di sekolah ini masih perlu mendapatkan perhatian untuk lebih ditingkatkan baik kualitas maupun kuantitasnya, agar pelaksanaan pembelajaran kontekstual dalam PAI di SMA Laboratorium¬Percontohan UPI ini dapat berlangsung lebih fokus, lancar, dan terarah, serta dapat terciptanya suatu proses pembelajaran yang lebih kondusif.
Evaluasi Implementasi Kurikulum 2013 Sekolah Dasar di Kota Bandung Bhakti Prima Findiga Hermuttaqien
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48234

Abstract

Penelitian ini dilatarbelakangi oleh ketidaksesuaian pembatasan implementasi kurikulum 2013 Sekolah Dasar (SD) oleh Kemendikbud dengan kesiapan Kota Bandung yang mencapai 90%. Penelitian ini bertujuan untuk : (1) mengetahui perencanaan Rencana Pelaksanaan Pembelajaran (RPP) kurikulum 2013 di SD, (2) mengetahui proses pembelajaran pada implementasi kurikulum 2013 tematik terpadu di SD, (3) mengetahui implementasi penilaian autentik dalam kegiatan pembelajaran pada kurikulum 2013 di SD, (4) mengetahui respon siswa dalam pelaksanaan pembelajaran tematik terpadu. Penelitian evaluasi ini menggunakan model Stake's Countenance dengan pendekatan evaluasi kualitatif. Data dikumpulkan dengan menggunakan kuesioner, studi dokumen, observasi dan wawancara. Subyek Penelitian ini adalah Waka Kurikulum, Guru dan Siswa. Hasil penelitian mununjukkan bahwa implementasi kurikulum 2013 Sekolah Dasar di Kota Bandung meliputi perencanaan RPP kurikulum 2013, Implementasi Kurikulum 2013 tematik terpadu dan implementasi penilaian autentik serta respon siswa dalam pelaksanaan pembelajaran tematik terpadu berjalan baik sekali. Simpulan penelitian evaluasi dengan Stake's Countenance Model yaitu : (1) perencanaan RPP pada Kurikulum 2013 yang telah dikembangkan oleh para guru sesuai seluruhnya dengan standard yang telah ditetapkan pemerintah, (2) proses pembelajaran pada implementasi kurikulum 2013 tergolong dalam kategori baik sekali, (3) implementasi penilaian autentik dalam kegiatan pembelajaran tergolong dalam kategori baik, (4) respon siswa dalam Implementasi kurikulum 2013 menunjukkan respon positif (baik sekali).
Model Pembelajaran untuk Meningkatkan Kemampuan Emosi dan Sosial Peserta Didik Berkebutuhan Khusus Nandi Warnandi
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48227

Abstract

There are a number of reasons why the emotional and social abilities of students with special needs in inclusive primary schools are very low, among others, is the fact that the schools have not developed leaming models specifically focusing on improving emotional and social abilities. Then, the problem formulated in this research is: "Can TGT (Teams-Games-Toumament) learning model improve the emotional and social abilities ofstudents with special needs in inclusive primary schools, and is TGT learning model better than conventional leaming model in improving the emotional and social abilities of students with special needs in inclusive primary schools?"Hence, the research aims to: Produce a learning model that can improve the emotional and social abilities of students with special needs in inclusive primary schools. The research hypothesized: "TGT leaming model can improve the emotional and social abilities of students with special needs, and TGT learning model is better than conventional learning model in improving the emotional and social abilities of students with special needs in inclusive primary schools. The method adopted was Research and Development. To meet the research objectives, the researcher employed mixed methods, combining qualitative and quantitative methods with the aim of obtaining answers more appropriate to the research questions. The two types of data in the research are mutually completing, considering both of them are required to strengthen the research findings. The data were then analyzed quantitatively using t-test. The research results show: The learning models used in inclusive primary schools are conventional, showing that there has not been any effort in improving the emotional and social abilities of students with special needs, where they are frequently not involved in teaching and learning, considered as incapable,and positioned at the back of the classroom. The use of TGT model has brought significant impact on the improvement of special needs students' emotional and social abilities, where there were significant increases in the learning outcomes using TGT model that it could be concluded that TGT learning model adjusted to special needs students' condition was suitable to improve their emotional and social needs. Furthermore, TGT model was better than the conventional one in improving the emotional and social abilities of students with special needs in inclusive schools. It was also found that the emotional and social competence of students with special needs in inclusive schools in majority lagged behind students in general. Hence, it is recommended that Directorate of Special Education and Services, Provincial Department of Education, and Regional/Municipal Department of Education create extension programs to disseminate TGT model, while continuing to consider thc obstacles faced by students with special needs. The future researchers are expected to broaden the scope of research subjects, so that the research findings will truly represent the special needs students' teaching and learning.
Model Pembelajaran Classroom Community Partnership (CCP) Dalam Pembelajaran PPKn Lisye Salamor
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48230

Abstract

Classroom Learning Community Partnership Model (CCP) as an innovative learning product iiseful in integrating a variety of learning resources in civic education at primaty schools. Research and development method in the process ofdeveloping the model, has proven successful in improving the social cognitive skills with parents involvment as a the source and models a of of learning in the learning process.
Pengembangan Model Workplace Learning (WPL) untuk Meningkatkan Kompetensi Keahlian Jasa Boga Siswa Program Studi Tata Boga SMK Pariwisata Yulia Rahmawati; As'ari Djohar
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48231

Abstract

Vocational practical learning activities are an important part, however, they do not link the practice learning activities conducted in schools with field work in the industry, yet. The implementation of the vocational students' field industrial practice (prakerin) still cause some problems and complaints from industry. Research results show that the pace of learners' work is slow, work accident's is still high, lack ofresponsibility sense, less able to maintain hygiene in food handling, as well as less neat of personal appearance. The purpose of this study attempts to develop WPL model to improve the student's catering competency skill of Tourism Culinary Vocational School. This research was done by conducting Research and Development (R D) towards the Catering Tourism Culinary Vocational School students. The process started from preliminary studies, model development and validation done by the experts. The results shows that: (1) preliminary (a) there is variation in the planning, implementation, evaluation activities in vocational industrial working practices studied, (b) The condition of infrastructure in vocational is relatively adequate, (c) the timing of the practice in the industry starts from 3-6 months. (2) WPL Model covers the planning, implementation, and evaluation. After the draft of WPL models developed and (3) the results of the validation test shows WPL that WPL model is effective for improving the students' competence of vocational catering skills. The author proposes some recommendations, namely: The Monitoring and evaluation done by knowledge ability, work attitude (employability skill), and the process of interaction in the workplace using complete learning device. This study is limited to WPL Model of Students' Catering Competency Skill of Tourism Culinary Vocational School. Other researchers who are interested in the model are recommended to develop the WPL model of vocational school cooperate with the relevan industry.
Evaluasi Kurikululum Terpadu dalam Mengembangkan Karakter Peserta Didik S. Sudayat; Ishak Abdulhak
Inovasi Kurikulum Vol 12, No 2 (2015): Inovasi Kurikulum, August 2015
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v12i2.48232

Abstract

Background ofthis study is that social problems of increasingly widespread phenomenon ofmoral decline among learners, especially in primary schools in West Java province, for example: the habit ofcheating, skipping school, pemalakkan, brawl, and smoke due to the practice ofeducation in schools is not integrated in the deveiopment of the human person as a whole . This study aims to assess the integrated curriculum SDIT in developing the character of learners in the province of West Java dimensional views of the philosophy of education, community support, curriculurn documents, the learning process and learning outcomes as a unified whole and integrated. This study uses a model evaluation CIPP (Context, Input, Process, and Product) by using purposive randorn sampling and analysis techniques combined (rnixed methods). The results of the analysis indicate that: First: the cornerstone of the philosophy of an integrated curriculum that is used SDIT has the right to develop the character of learners in the province of West Java, Second: the integrated curriculum documents used SDIT effective in developing the character of learners in the province of West Java, Third: integrated curriculum leaming process SDIT effective in developing the character of learners in West Java, Fourth: support means infrastructures in an integrated curriculum SDIT used effectively to develop the character of learners in the province of West Java. Fifth, the results ofan integrated curriculum that is used SDIT have developed the character of learners in West Java. Recommendations research in the form of context, input, process and results are given to Policy Makers, School Principal, Electric Education, Parents of Students and Further research.

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