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Abdullah Abdullah
Universitas Negeri Makassar
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Journal : Edulead

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EVALUASI KURIKULUM TINGKAT SATUAN PENDIDIKAN PADA MADRASAH IBTIDAIYAH PLUS AL USAMA JAPURA BAKTI CIREBON Abdullah Abdullah
Edulead : Journal of Education Management Vol 3 No 2 (2021): Edulead : Journal of Education Management
Publisher : LPPM Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edulead.v3i2.537

Abstract

Evaluation of curriculum is important to know the achievements of the program implemented, implementation, monitoring and supporting the implementation of SBC factors. This study aimed to describe the data on the evaluation of the implementation of curriculum in 67 public primary schools in Banda Aceh. This research uses descriptive qualitative method. Data was collected through interviews, observation and documentation as well as filling a questionnaire study. Data analysis techniques such as data reduction, data display and conclusion. Subjects in this study were principals, vice-principals, and teachers. the conclusion is: (1) Content Document 1 curriculum according to the guidelines but still lacking an explanation of life skills education, education-based local and global. Syllabus and RPP was adopted from examples issued by the National Education Standards, but most of the teachers have been adapted according to the conditions of the school. Syllabus and RPP are still weak in terms of withdrawal indicators and assessment as well as low-grade lesson plan is not thematic. (2) Implementation of SBC Document 1 is in accordance with the plan, but in self-development activities there is little difference for not conducting counseling. Implementation has not been fully based learning lesson plans. Low-grade teacher is not using a thematic approach. Teachers in core activities already conducting exploration activities, elaboration and confirmation as well as carry out the grip so that the students active and creative, but there is still a small proportion of teachers who have not been able to do well. Teachers already use a variety of media and learning resources, but there is still a small fraction of teachers who have not used it. Teachers at the preliminary event does not convey the purpose, benefits, coverage of materials and learning strategies, and the cover does not carry out the activities of reflection. Teachers in implementing learning assessment still shortcomings, such as is found to be less variability assessment technique, lack of due indicators to the basic competencies and the assessment techniques used and the results of the assessment has not been used as a follow-up plan. (3) Supervisors and principals have oversight of curriculum through supervision activities are done once a year. (4) The availability of a complete infrastructure, support parents, and principals, high student motivation, and cooperation among teachers is supportive of curriculum implementation and the weak ability of teachers in planning thematic lesson plans, thematic application and design instructional materials and assessment , is a barrier in the application of the SBC. Abstrak Evaluasi KTSP penting dilaksanakan untuk mengetahui capaian program, pelaksanaan, pengawasan dan faktor pendukung penerapan KTSP. Penelitian ini bertujuan untuk mendeskripsikan data tentang evaluasi penerapan KTSP pada MI Plus Al Usama Japura Bakti Cirebon. Penelitian ini menggunakan pendekatan kualitatif metode deskriptif. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan studi dokumentasi. Teknik analisis data berupa reduksi data, penyajian data, dan kesimpulan. Subjek dalam penelitian ini ialah kepala Madrasah, wakil kepala Madrasah, dan pendidik. kesimpulannya ialah: (1) Isi Dokumen 1 KTSP sesuai panduan namun masih kurang penjelasan tentang pendidikan kecakapan hidup, pendidikan berbasis lokal dan global. Silabus dan RPP diadopsi dari contoh yang dikeluarkan oleh BSNP, namun sebagian besar pendidik sudah mengadaptasi sesuai dengan kondisi Madrasahnya. Silabus dan RPP masih lemah dalam hal penarikan indikator dan penilaian sertaRPP kelas rendah belum tematik. (2) Pelaksanaan KTSP Dokumen 1 sudah sesuai dengan perencanaan. Pelaksanaan pembelajaran belum sepenuhnya berdasarkan RPP. Pendidik kelas rendah belum menggunakan pendekatan tematik. Pendidik pada kegiatan inti sudah melaksanakan kegiatan eksplorasi elaborasi dan konfirmasi serta melaksanakan pakem sehingga siswa aktif dan kreatif namun masih ada sebagian kecil pendidik yang belum dapat melakukannya dengan baik. Pendidik sudah menggunakan berbagai media dan sumber belajar, namun masih ada sebagian kecil pendidik yang belum menggunakannya. Pendidik pada kegiatan pendahuluan tidak menyampaikan tujuan, manfaat, cakupan materi dan strategi belajar, dan pada kegiatan penutup tidak melaksanakan refleksi. Pendidik dalam melaksanakan penilaian pembelajaran masih terdapat kelemahan-kelemahan, seperti masih ditemukan kurang bervariasinya tehnik penilaian, kurang sesuainya indikator dengan kompetensi dasar dan dengan tehnik penilaian yang digunakan serta hasil penilaian belum dimanfaatkan sebagai bahan menyusun rencana tindak lanjut. (3) Pengawas dan kepala Madrasah telah melakukan pengawasan KTSP melalui kegiatan supervisi yang dilakukan setahun sekali. (4) Tersedianya sarana prasarana yang lengkap, dukungan orang tua, dan kepala Madrasah, motivasi siswa yang tinggi, serta kerjasama antar pendidik menjadi faktor pendukung penerapan KTSP dan masih lemahnya kemampuan pendidik dalam hal perencanaan RPP tematik, penerapan tematik dan perancangan bahan ajar serta penilaian, menjadi faktor penghambat penerapan KTSP.
MEMBANGUN PRESTASI SEKOLAH MELALUI BENCHMARKING TEKNOLOGI TEPAT GUNA: STUDY KASUS SMK PGRI SUBANG Abdullah Abdullah; Nurudin Nurudin; Syaefuddin Syaefuddin
Edulead : Journal of Education Management Vol 3 No 2 (2021): Edulead : Journal of Education Management
Publisher : LPPM Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edulead.v3i2.514

Abstract

This best practice is motivated by complex issues, among others, SMK PGRI Subang is the only SMK PGRI Subang in Subang Regency that has an ISO certificate. In addition, the education unit level curriculum document as a reference in the implementation of learning and education is fully structured. This can be seen from the learning evaluation documents and assessments that are completely administered. Likewise with the conditions and characteristics of students, most of whom have UN scores according to school quality standards. To form a school that excels, the school is improving in every way. One of the efforts made is to apply the "Appropriate Technology" strategy (Problem Response, Motivation, Communication and Spirituality) which aims to improve school achievement. This research was carried out in four steps, namely problem response, motivation, communication and spirituality. The impact of the Appropriate Technology strategy is (1) students are enthusiastic in learning, (2) are able to move teachers to implement innovative learning, (3) for schools are public interest, are trusted by stakeholders, refer to other schools and receive assistance from stakeholders. Abstrak Best Practice ini dilatarbelakangi oleh persoalan yang kompleks, antara lain SMK PGRI Subang merupakan satu-satunya SMK PGRI Subang di Kabupaten Subang yang memiliki sertifikat ISO. Selain itu, dokumen kurikulum tingkat satuan pendidikan sebagai acuan dalam penyelenggaraan pembelajaran dan pendidikan tersusun secara lengkap. Hal itu terlihat dari dokumen evaluasi belajar dan penilaian yang diadministrasikan dengan lengkap. Begitu pula dengan kondisi dan karakteristik siswa yang sebagian besar memiliki nilai UN sesuai standar mutu sekolah. Untuk membentuk sekolah yang berprestasi, sekolah berbenah dalam segala hal. Salah satu upaya yang dilakukan adalah menerapkan strategi “Teknologi Tepat Guna” (Tanggap Masalah, Motivasi, Komunikasi dan Spiritual) yang bertujuan untuk meningkatkan prestasi sekolah. Penelitian ini dilaksanakan dalam empat langkah, yaitu tanggap masalah, motivasi, komunikasi dan spiritualitas. Adapun dampak dari strategi Teknologi Tepat Guna adalah (1) siswa antusias dalam belajar, (2) mampu menggerakkan guru untuk menerapkan pembelajaran inovatif, (3) bagi sekolah adalah diminati masyarakat, dipercaya stakeholder, rujukan sekolah lain dan mendapat bantuan dari pemangku kepentingan.
Co-Authors A. Besse Dahliana A. Ginong Pratikino A. Hadi Mahmud Abdul Ghofur Acihmah Sidauruk Aco Tang Ade Mutia Rahmah Ahmad Budi Junaidi Ahmad Hidayat Ahmad Imam Abdullah Ahmad Mustafa Akbar Akbar Alfi Kusuma Admaja Ali Sarong Amirullah Amirullah Ana Rusmardiana Andika Firmansyah Anggono Wijaya Anggono Wijaya Annas Jaya Amrullah Arfiani Yulianti Fiyul Arini Rahmadani Ariyanti Ariyanti Asmaul Husna Asrawati Nende Badaruddin Badaruddin Bakti Jos Belinda Arabella Syafitri Betty Holiwarni Cristine Prestarika Lukito Cut Meurah Meriana Cut Ratna Dewi Dahlian Oesman Darul Elmi Desi Salwani, Desi Dewi Ningsih Dewi Umaningrum Dewi Zahrah Dina Yosiana Djufri Djufri Doni Rahmat Wicakso Dwi Putri Liana Dwi Sulisworo Dwijanto Dwijanto Dyah Hesti Wardhani Edi Mawardi EKA ASTUTI ELIHAMI, ELIHAMI Elisabeth Yulia Rana Elva Yasmi Amran Elvira Lastri Erina Wahyu ERMA SAFITRI Erna Diana Fachri Abdau Ramadhan Fahmy Armanda fajar muarif muarif Fauji Wikanda Fitri Widyastari Frida Fadwa Gunawan Gunawan H. B. Mat Hadiatul Rodiyah Halim Halim Handayani Handayani Hansri Ar Rasyid Hasanuddin Hasanuddin Herdini Herdini Heri Cahyono Herpratiwi Herpratiw I Ketut Patra Ilyas Ilyas Irdalisa Irdalisa Jaka Darma Jaya Jeffray Enokh Bayoe Jimmi Copriady Joko Rehutomo Karimuddin Karimuddin Khairil Khairil Khairil Khairil Khairunnisa Khairunnisa Khairunnisa’ Hamdani Kuswarak, Kuswarak La Ode Alirman Afu, La Ode Alirman Luh Putu Ratna Sundari M A Chozin M Ali S M Ali S M Zardan Araby M.Rifqi Aufa Abdika Maimun Syukri Malia Safriani Maria Elina Maria Erna Marwan Marwan Medyan Riza Melinda Melinda Michael Rahmadita Miftahul Khairi Mimie Saputri Mira Salviana Mispuanda Mispuanda Mochammad Afifuddin Moh Dahlan Th Musa MOH ISMAIL Mohd. Hatta Mubarak Mubarak Muhammad Ali Muhammad Awal MUHAMMAD FAHMI Muhammad Fajar Purnama Muhammad Fajar Purnama Muhammad Rusli M. Muhammad Trial Fiar Erawan Muhammadar Muhammadar muhdi muhdi Musafa Sabri Muttaqin Hasan Muzakiruddin Muzakiruddin Nadya Fitriani Nanda Febriani Mandala Nazar Muhammad Neneng Khoiriah Nesta Netri Nevy Risna Nofri Yuhelman Nora Yulita Norfai Norfai Novilia Novilia Nuniek Nizma Fajriyah Nunuk Dyah Retno Lastuti Nur Aini Shofiya Asy’ari Nur Atika Nurazizah Nurazizah Nurfadillah Nurfadillah Nurfitria Sari Nurhidayat Nurhidayat Nurmalita Dwiyanti Nurmaulida Saragi Nurudin Nurudin Nurul Fajriah Nynda Fatmawati Octarina Onik Zakiyyah Pagar Pagar Priskila Fransisca Haryono Putri Hilmayanti Rahmat Yunus Rahmi Khairatul Hisan Rana Zakirah Rasmiwetti Rasmiwetti Rendra wijaya Resta Andria Putri Riko Sanjaya Rila Setyaningsih Rini Fitri Riska Febrilia Rita Astarina Rodiansono Rodiansono Rohini Rohini, Rohini Safitri Mohi Safrida Safrida Sahabuddin Sahabuddin Sahlan Sahlan Said Nazaruddin Samsudin Samsudin Sandra Sandra Sari Karmiyati Shirley Wahadamaputera Sitizalikha Sitizalikha Sudirman Numba Sudirman Sudirman Suherman Suherman Sulaiman Sulaiman sunardi sunardi Suwandi Suwandi Syaefuddin Syaefuddin Tarkono Tarkono TATI NURHAYATI Tati Yulia Fitri Taufik Malik Teuku Budi Aulia Teuku Fajar Shadiq Tita Damayanti Tjuk Imam Restiadi Tri Anggono Uripto Trisno Santoso Usman, Usman Vivi Yunisa Harahap Wahyu Hidayat Wardono Wardono wurlina wurlina Yasir Nasution Yasmanijar Yasmanijar Yulia Hayati Yunissa Nur Widiani Zahra Amalia Zainal Mukmin Zakaria Al Farizi Zaki Dayatul Akbar Zalia Muspita Zohrani Zohrani Zulfikurrahman Zulfikurrahman Zulhelmi Andika