dc.contributor.author | Suryaningsi, Suryaningsi | |
dc.date.accessioned | 2021-08-13T08:47:38Z | |
dc.date.available | 2021-08-13T08:47:38Z | |
dc.date.issued | 2021-06-30 | |
dc.identifier.citation | 1 | en_US |
dc.identifier.issn | 1305905X, 13059076 | |
dc.identifier.uri | http://repository.unmul.ac.id/handle/123456789/6654 | |
dc.description | Teachers as curriculum implementers face various obstacles in its implementation. This study reports on teachers' views on
the implementation of curriculum policies 2013 (K-13), the obstacles encountered, and efforts to overcoming and managing
obstacles. The number of participants is ten teachers who have implemented K-13. Data were collected through the group,
individual interviews and questionnaires. Data were analysed using a percentage model, Likert scale measurement. The study
results: the teacher's view of the implementation of the K-13 policy was classified as bad. Most of the teachers have difficulty
implementing K-13. The obstacles faced are that the teacher has difficulty determining learning media, applying project based learning methods, lack of infrastructure, and learning assessment difficulties. Recommendations for future
improvements: need continuous training, adequate infrastructure, activate subject teacher deliberations, monitoring and
evaluation | en_US |
dc.description.abstract | Teachers as curriculum implementers face various obstacles in its implementation. This study reports on teachers' views on
the implementation of curriculum policies 2013 (K-13), the obstacles encountered, and efforts to overcoming and managing
obstacles. The number of participants is ten teachers who have implemented K-13. Data were collected through the group,
individual interviews and questionnaires. Data were analysed using a percentage model, Likert scale measurement. The study
results: the teacher's view of the implementation of the K-13 policy was classified as bad. Most of the teachers have difficulty
implementing K-13. The obstacles faced are that the teacher has difficulty determining learning media, applying project based learning methods, lack of infrastructure, and learning assessment difficulties. Recommendations for future
improvements: need continuous training, adequate infrastructure, activate subject teacher deliberations, monitoring and
evaluation | en_US |
dc.description.sponsorship | FACULTY OF TEACHER TRAINING AND EDUCATION | en_US |
dc.language.iso | en | en_US |
dc.publisher | Cypriot Journal of Educational Sciences | en_US |
dc.relation.ispartofseries | Artikel;VOL.16 ISSUE 3 | |
dc.subject | 2013 curriculum policy, implementation 2013 curriculum policy, manage obstacles, teachers' opinions. | en_US |
dc.title | Overcoming obstacles in implementing 2013 curriculum policy | en_US |
dc.title.alternative | Overcoming obstacles in implementing 2013 curriculum policy | en_US |
dc.type | Article | en_US |