The document discusses the rationale for curriculum reforms in Indonesia from the School-Based Curriculum (SBC) to the 2013 Curriculum (K-13). Key reasons for change included that the SBC did not adequately address character education, active learning methods, balancing soft and hard skills, and entrepreneurship. The K-13 aims to develop students' characters and relevant skills based on their interests through a thematic approach. It emphasizes competency-based learning and assessment of students' attitudes, skills, and knowledge using four core competencies. The K-13 also implements a scientific learning approach and integrated thematic materials to prepare students for a changing world.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
5E Instructional Model: Enhancing Students Academic Achievement in the Subjec...Dr.Nasir Ahmad
There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students’ hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students’ learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.
Key words: 5Es instructional model, academic Achievements, Constructivist approach
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
Models of Teacher Education Some Reflectionsijtsrd
The education system has evolved from ancient to modern, adapting to global and local needs in Indian society. Indias future is shaping its classrooms as the rapidly growing population demands more qualified and professionally trained teachers. Teacher education needs significant transformation, investigation, digitalization, and universal changes that the world needs. They must possess investigative minds, adapt to transformations, and respond to universal needs to create understanding. The text emphasizes the importance of innovation and models in teacher education programs that can dynamically respond to new challenges in the education field, thereby aiding in national development and promoting the inclusion of various practices in these programs with digitalization and technology in education. Teacher education is crucial for fostering efficient and capable teachers, as they are the backbone of society. The article highlights the significance of best practices, new trends, and innovations in teacher education programs, as well as the significance of emerging trends in current teacher education, while also highlighting the importance of these elements in enhancing teaching effectiveness. Awal Saikh | Dibyendu Bhattacharyya "Models of Teacher Education: Some Reflections" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60047.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/60047/models-of-teacher-education-some-reflections/awal-saikh
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
Self Learning Activities in the Teaching of Senior High School SHS Discipline...ijtsrd
This study used a quantitative method of descriptive research to assess the performance of the 56 grade 11 students in the identified Most Essential Learning Competencies MELCs for Discipline and Ideas in the Social Sciences DISS at Agsungot Integrated School, Proper Agsungot Cebu City during the school year 2020 2021 as basis for the proposed self learning activities SLAs . The school is integrated, which caters from kindergarten to Senior High School, offering Humanities and Social Studies strand. The students performances, perceptions, and actual experiences were the content of the input and the starting point of this research. The researcher used weighted mean, frequency, Pearson product correlation, and P Value to ensure the studys validity, accuracy, and reliability. The key findings show that students performance in the three competencies for the first quarter exceeded the expectations in terms of results and exhibited mastery in most activities in the DISS. Also, students perception garnered a total of agreed responses with a mean of 2. 89. It signifies that the student exhibits agreement regarding the content, layout and design, and visual presentation on DISS self learning activities. Lastly, the respondents ratings according to their satisfaction experience revealed that most respondents had actual good experiences using the self learning module SLM . Gerald A. Lechadores "Self-Learning Activities in the Teaching of Senior High School (SHS) Discipline and Ideas in the Social Sciences" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52144.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/52144/selflearning-activities-in-the-teaching-of-senior-high-school-shs-discipline-and-ideas-in-the-social-sciences/gerald-a-lechadores
This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
Similar to Curriculum 2013 Rationales and Frameworks. (20)
This is my final project for the last semester of class BIPA in Yogyakarta State University. I am really proud of this acheivement and I would like to express my gratitude to everyone helped me to do it, including my lecturers, tutors and friends.
Djihad Bouaoune
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. o Some competences
which needed for
development did not
accommodate yet in
the curriculum (in
character education,
active learning method,
balance between soft
and hard skills and
entrepreneurship.
o The assessment standard did not
head to competence based
assessment (attitude, skills and
knowledge.
o The standards of learning process
did not describe enough the detail
learning structure what leaded to
misunderstanding of its principles
(teacher-based).
o The curriculum contents
were still too compact
which was shown through
so many too board subjects
and and materials, in
addition, the difficulty level
is beyond the students limit.
o The competence did not
holistically fulfill the
domain of attitude, skills,
and knowledge.
o The curriculum was not
thoroughly based on the
competence which fitted the
functional demand and the
goal of national education
Some Reasons
Behind the
Curriculum
Change from
SBC to K13
(Ilma & Pratama, 2015)
4. What is Curriculum 2013:
Curriculum 2013 is the revised version of CBC and KTSP, with greater
emphasis on building students' characters, developing relevant skills
based on students' interests and needs, and developing a thematic
learning approach that benefits students' cognitive abilities
(Kemendiknas, 2013) as cited in (Putra, 2014).
Basically, the rationale behind the launch of K13 was the two
presidential decrees namely No.5/2010 about the Nationale Midterm
Growth Planing (RPJMN 2010-2014) and No 32/2013 (as revision series
of No. 19/2005) about National standard of education.
(Widyastono,2014)
5.
6. K-13 Characteristics:
K-13 is so designed that reflects a scientific approach to
learning. Theoretically, K-13 is supposedly meant to minimize
the SBC’s drawbacks by (1) refining it with relevant
competency, (2) organizing it with essential learning materials,
(3) implementing students’ active learning, (4) providing
contextual learning paradigm, (5) designing textbooks which
contain content and process of learning, (6) administering
authentic assessment to learning process and outcome.
7. K-2013 is designed in anticipation to modern learning
in the twientieth century. The learning paradigm has
shifted from ‘peserta didik diberi tahu’(students have
knowledge because they are taught by a teacher) to
‘peserta didik mencari tahu’ (students have curiosity to
get knowledge by themselves). It reflects that the
students are actively engaged in learning from different
sources exceeding the teachers and the educational
units or institutions (Kemdikbud, 2013)
8. Internal Challenges
It refers to the rapid growth of
the human population in the
future, it is imperative to equip
students of the day with skills
and competences through a
holistic education that means that
the curriculum should equip
students with knowledge, skills,
attitude and social competences
necessary for their future.
?
External Challenges
It refers to the advance of
knowledge and technology,
culture and education globally.
In terms of these chllenges the
development of K13 aims to
persist in global changes.
Therefre, the materials
delivered to the students should
be as the same level as what
have been learned globally.
K-13 Rationales:
(Widyastono,2014)
9. The philosophical Rationale
• It is declared that in the curriculum document that
the Indonesian education system is absolutely
rooted from the Indonesian culture. The culture
itself requires all the Indonesian youth to
intellectually and philosophically grow in the
domain of religious beings, noble morality, healthy,
smart, competent, independent, democratic and
responsible citizens (Kemendikud, 2012)
10. Key Competences:
• K13 includes key competences (Kompetensi inti),
namely KI-1 (attitude), KI-2(social), KI-
3(knowledge), and KI-4(skill) (kementerian
pendidikan dan kebuadayaan, 2014).
• The use of these competences intends to balance
between the use of soft and hard skills. The soft
skills refers to the knowledge gained in the class,
while the hard skill refers to attitude and social
competences in reality.
11. Integrated Thematic Approach:
• The books employed in K13 are devoted to activity
based and integrated thematic, activity based means
that the materials are compiled based on the nature
of learning a language starting from receptive to
productive skills. While integrated thematic means
that the topic has meaningful theme to teach.
12.
13.
14. The scientific Approach:
• According to ministry of culture and education
(2014) as cited in Tantra (2014), the K13 applies the
scientific approach as its way of teaching and
learning activity. This approach has five ways of
thinking to arrive to arrive at the truth (knowledge)
namely observing, questioning, experimenting,
associating, and networking (ibid).
• Observing: is the first phase in the teaching and
learning activity as an introduction of the activity
such as greeting and motivating students.
15. • Questioning is the second phase that intends to gain
additional information from asking about what still unclear
from the previous phase.
• thirdly., experimenting means that students are encouraged
to gain more information outside the class through reading
another source other than the textbook. This phase aims to
develop the students’ positive attitude and gain information
as well as their learning habit.
• Associating mainly falls into twofold: inductive and
deductive. In this phase, the students are motivated to
conclude about what they gained
• Networking is the last phase in scientific approach, in this
phase the teacher is the manager promoting collaborative
learning. This phase is devoted to actualizing the knowledge
to the present.
16. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in
Indonesia (2013) ] Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
17. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
18. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
19. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
20. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
21. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
22.
23. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
24. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
25. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
26. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
27. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
28. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
29. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
30. Source: Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ]
Power Point Slides. Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#
31. Refrences:
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KTSP 2006 and curriculum 2013 in Indonesia. International conference on trends in economics, humanities
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Pendidikan. 2014. Jakarta: Kementerian Pendidikan dan Kebuayaan.
• Tantara, K., D. (2014). Teaching English as a foreign language in Indonesia: A case study. Modern
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• Widyastono, H.2014. Pengembangan Kurikulum di Era Otonomi Daerah: dari kurikulum 2004, 2006, ke
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• Tantra
• Widodo, M (2015). Newest Issues for Curriculum Reform in Indonesia (2013) ] Power Point Slides.
Retrieved from:
https://www.google.co.id/?gws_rd=cr&ei=3KTsWKy_GorkvATXrobQAQ#