The Implementation of Curriculum 2013: A Case Study of English Teachers’ Experience at SMA Lab School in Indonesia
The Implementation of Curriculum 2013: A Case Study of English Teachers’ Experience at SMA Lab School in Indonesia
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2013年课程实施：以印度尼西亚SMA实验学校英语教师经验为例
DOI：
10.1080/13668803.2023.2271646
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Y. Ekawati
中科院分区：
文献类型：
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作者：
Y. Ekawati
多年来，学校缺乏个性建设成为政府将课程从校本课程改为2013课程的焦点。2013年课程关注学生的态度（行为）、知识和技能。本研究调查了SMA实验学校Pancasakti特加尔2013年课程的实施情况。为了获得数据，我们对两位英语教师进行了观察和访谈。数据分析分为三类：（a）准备课程计划，（B）实施教学活动的步骤，（c）进行评估。结果表明，教师没有有效地贯彻科学方法的步骤和2013年课程的基本理念（即探究式学习、项目式学习、发现式学习、问题式学习和任务式学习），学生在课堂上表现出过于被动的问题。教师在制定成绩指标和评价学生的态度（行为）方面也遇到了问题，因为这是相当抽象的测量。
The lack of the character building at schools in years becomes the focus of government to change the curriculum from KTSP (School Based Curriculum) to the 2013 Curriculum. The 2013 curriculum concerns on the students’ attitude (behavior), knowledge, and skills. This study investigates the implementation of the 2013 curriculum at SMA Lab School Pancasakti Tegal. To get the data, two English teachers are observed and interviewed. The data is analyzed regarding three categorizations; (a) preparing a lesson plan, (b) applying the steps of teaching-learning activities, and (c) making an evaluation. The result shows that teachers do not implement the steps of scientific approach and the basic concept of 2013 curriculum (i.e. inquiry-based learning, project-based learning, discovery learning, problem-based learning and task-based learning) effectively since there arises students’ problem, who are too passive in a class. The teachers also get problems in formulating achievement indicators and valuing students’ attitude (behavior) as it is quite abstract to measure.