Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

Policy Analysis Implementation of 2013 Thematic Learning Curriculum (Case Study in Primary School St. Thomas Medan)

Authors
Johannes Sohirimon Lumbanbatu, Zainuddin, Din Oloan Sihotang
Corresponding Author
Johannes Sohirimon Lumbanbatu
Available Online December 2019.
Keywords
Policy, curriculum, learning, thematic, evaluation
Abstract
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%.
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Proceedings
4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2019
ISBN
978-94-6252-872-7
ISSN
2352-5398
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  -