Explorations of The Implementation of Mathematic Curriculum Based on Teacher’s Style Instructions

Abstract

This quantitative research explores the mathematics curriculum implementation based on teachers' instruction styles. Data were collected through observation and documentation techniques. Data analysisusing quantitative descriptive. The research subjects were 2 mathematics teachers in grade VII of SMPN 33 Makassar. Subject ARF with technological and HSR with classical teaching styles. The study results show that the lesson plan of ARF and HSR were very good categories (93.63%) because they planned together when joining the mathematics curriculumtraining. The learning implementation of ARF was a good category based on the indicators of lesson material (79.16%), delivering material (77.08%), the role of students (78.6%), and the role of the teacher (80.5%). Meanwhile, HSR was in enough categories based on the indicators of lesson material (72.91%), delivering material (65.97%), the role of students with 60.3%, and the role of the teacher (61.45%). Both teachers have differences because influenced by different teaching styles, so in this phase, teachers urgently need to have and determine the teaching style so that the curriculum can be implemented as planned. ARF and HSR learning assessments were in excellent categories, obtaining 95.45% for each. At this stage, the teaching style does not affect the learning assessments in the class