UPSI Digital Repository (UDRep)
|Abstract : Universiti Pendidikan Sultan Idris|
|Kurikulum Tingkat Satuan Pendidikan (KTSP) is a form of School-Based Curriculum Development (SBCD) that was introduced in Indonesia in the year 2006. It is a standard based curriculum which spells out curriculum standards and graduation standards. What is provided is just the curriculum specifications and the actual management and development of the curriculum become the responsibility of teachers. This is an innovation in that it is a different approach compared to the previous curriculum practice of providing the teachers with detail specifications, support materials, and guidelines which actually reduces the role of teachers to that of implementing the prescribed curriculum. KTSP requires the teachers to think through the curriculum, reflect, plan and strategise the teaching learning discourse that is to be enacted in the classroom situation. The shift to KTSP has strong implications for the role of the teachers, because the teachers have to take greater responsibility for their teaching and the learning of their students. The implementation of KTSP has become more contextual where the teachers have to take into consideration practice in the context of the local situation. This requires the teachers to function as reflective practitioners and not just as mere implementers of the curriculum. Basically curriculum is no longer just seen as a syllabus but as a dynamic process that involves adherence to content and achievement standards through interaction between teachers, students and even the parent and community. The study addresses the issues and problems faced by teachers in implementing KTSP in a school in Southern Aceh. The discussion is based on triangulation between interview data obtained from ten teachers in one school, examples of the lesson plans of teachers and official documents on KTSP from the Ministry of Education. The finding of the study shows that, there is a need for the Ministry of the education to review and revamp the implementation in terms of change models and strategies used. Secondly, the training offered to the teachers has to be re-examined in the context of enabling clarity of understanding of the teachers’ role not only in term of procedures and the mechanics of implementation but sufficient attention has also got to be given to the professional aspects of the training, like the competence and the capacity to function as reflective practitioners. The focus has got to be not only on what to do but also on how to do it. Thirdly, the teachers have to be given sufficient mentoring, supervision and guidance in the initials stages of the implementation. Fourthly, there is a need for more support facilities at the school level in terms of teaching and learning and also the production of teaching learning resources. Fifthly, there is a pressing need to take initiatives to change the existing mind set of teachers to understand and accept the curriculum innovation that KTSP is demanding. This requires a cultural change. Finally, measures have also to be taken to involve the parents and the community more actively in the implementation of KTSP.|
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