Persepsi Guru dan Pelajar terhadap Kurikulum Berasas Kompetensi

Abstract

This study was conducted to evaluate the implementation of competency based curriculum in the Indonesian School of Kuala Lumpur (SIK). This new curriculum implemented in Indonesia focused not only on the cognitive aspect but more importantly on Knowledge ana sKiiis. rrevious research has shown that, in general, innovation in schools was perceived negatively by teachers. Little research has been conducted to evaluate curriculum innovation such as competency-based curriculum. This study utilized a case study method because only one international school was purposively selected. The respondents comprised 22 teachers and 77 students of the Indonesian School of Kuala Lumpur from form one of Junior High School {Sekolah Menengah Pertama) and form two and three from Senior High School (Sekolah Menengah Atas). The instrument consisted of two sets of questionnaires for teachers and students, and an interview protocol for the teachers. A pilot study was conducted to validate the instrument. The study found that teachers' knowledge regarding competency-based curriculum was at the medium high level (M=3.78). Data from the questionnaires also show that teachers rated highly (M=4.14) their readiness to implement the competency-based curriculum. Students also agreed (M=3.86) that the competency-based curriculum is a better curriculum than the traditional one. Nevertheless, interview data reveals that some teachers claim that they have had limited exposure to the competency-based curriculum and the that training was not effective. The findings of this study suggest that the teacher training in competency-based curriculum should be enhanced.