Article Per Year (5 Year)
p-Index From 2019 - 2024
1.556
P-Index
This Author published in this journals
All Journal Jurnal Riset Pendidikan Matematika Suska Journal of Mathematics Education NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Khairiani
Program studi Tadris Matematika, IAIN Lhokseumawe
Arts Humanities Decision Sciences, Operations Research & Management Education Mathematics

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : NUMERICAL (Jurnal Matematika dan Pendidikan Matematika)

 1 
“We Need Supervisors”: Problematic Implementationof Curriculum 2013 among Mathematics Teachers Setiawan Setiawan; Khairiani Idris
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 4 No. 1 (2020)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v4i1.859

Abstract

The development of the curriculum is a dynamic process which aims to comply with the evolvement of knowledge and technology. However, the implementations of the reformed curriculum have been acknowledged to raise various issues. Likewise, among the issues related to the implementation of the Curriculum 2013, known as K13, in Indonesia was teachers’ difficulties, including mathematics teachers. This study aimed at investigating and describing the difficulties faced by junior high school mathematics teachers in implementing K13. The study applied a mixed-method approach involving 66 from a total of 78 junior high school mathematics teachers in Lhokseumawe, Aceh Province, as the study sample. The findings showed that 50%-60% participants encountering difficulties in components of training and socialization of K13, lesson planning, learning activities, and assessment and reporting the learning outcome. Although 93.94% teachers have taken the K13 training, only 56.45% of them sometimes implemented the curriculum in the classrooms. Additionally, the main resource of the difficulties was the ineffectiveness of training and socialization of K13 the teachers had attended. The teachers expected that there would be a learning community or forum as the follow-up action of the training, which can supervise the implementation of K13 in their classes. The directions for further research to improve curriculum implementation were discussed.
Co-Authors Agustina Agustina Khazila Khazila Lisa Lisa Mella Septiana Musnaini Nurul Akmal Rahmatika Setiawan Setiawan Silfa Balqis M