Policy Analysis Implementation of 2013 Thematic Learning Curriculum (Case Study in Primary School St. Thomas Medan)
Johannes Sohirimon Lumbanbatu, Zainuddin, Din Oloan Sihotang
Johannes Sohirimon Lumbanbatu
Available Online December 2019.
- Policy, curriculum, learning, thematic, evaluation
- the purpose of this study was to determine the condition of students in the implementation of the 2013 curriculum in thematic learning at St. Thomas Elementary School in Medan in 2018/2019 academic year, to know the condition of teachers in the implementation of thematic learning 2013 curriculum, to know the conditions of the implementation of the 2013 thematic learning curriculum, and to understand teacher understanding Elementary school Thomas Medan on the 2013 curriculum. This type of research is qualitative. The evaluation model used by Models Stake Countenance. This model emphasizes two main things, namely describing and judging. The main thing is obtained through the stages of evaluation, namely the stage of Final Implementation (Antecedent), Process Stage (Transaction) and Stage results (Outcomes). Population and sample of 4 student classes (parallel classes 4 and 5) with 1 headmaster, 30 teachers. From the results of the study the theory found several conclusions that; a) The antecedent stage, namely: the condition of the student is not fully in accordance with the standard with a percentage of 55.9% and sufficient category; the condition of the teacher is not fully in accordance with the standard with a percentage of 56.8%, and is categorized sufficient; the teachers understanding of the curriculum is not fully in accordance with the standard with a percentage of 63.2%, but has been categorized well; the condition of learning planning is not yet fully in accordance with the standards of 85%, but has been categorized very well; b) Transaction stage; the implementation of scientific based integrative thematic learning has been categorized very well with a percentage of 91%; the implementation of thematic assessments is not yet fully in accordance with the standards with a percentage of 54.3% and sufficiently categorized, and c) Stage of outcomes Authentic assessment results have met very good standards and categories with a percentage of 100%.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Johannes Sohirimon Lumbanbatu AU - Zainuddin AU - Din Oloan Sihotang PY - 2019/12 DA - 2019/12 TI - Policy Analysis Implementation of 2013 Thematic Learning Curriculum (Case Study in Primary School St. Thomas Medan) BT - 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019) PB - Atlantis Press SP - 376 EP - 380 SN - 2352-5398 UR - https://www.atlantis-press.com/article/125928362 ID - Lumbanbatu2019/12 ER -