PERSEPSI GURU PPKn TERHADAP PELAKSANAAN KURIKULUM 2013 DI SMA NEGERI 18 MAKASSAR

NELLY AGUSTIN(1*), ANDI ACO AGUS(2), FIRMAN UMAR(3),

(1) 
(2) 
(3) 
(*) Corresponding Author



Abstract


ABSTRAK: Penelitian ini bertujuan untuk mengetahui pemahaman guru PPKn terhadap pelaksanaan kurikulum 2013, sikap/ penerimaan guru PPKn terhadap pelaksanaan kurikulum 2013, dan dampak positif dan negatif yang dialami guru PPKn terhadap pelaksanaan kurikulum 2013 di SMA Negeri 18 Makassar. peneliti menggunakan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi.Data yang diperoleh dari hasil penelitian diolah dengan menggunakan analisis deskriptif kualitatif dengan tahapan mengumpulkan data, mereduksi data, mendisplaykan data, dan penarikan kesimpulan. Hasil penelitian tentang Persepsi Guru PPKn Terhadap Pelaksanaan Kurikulum 2013 Di SMA Negeri 18 Makassar menunjukkan (1) Pemahaman guru PPKn terhadap kurikulum 2013 di SMA Negeri 18 Makassar sangat paham/bagus, ditinjau dari metode, dan model pendekatan yang digunakan dalam proses pembelajaran. Adapun metode, dan model pendekatan yang dimaksud sebagai berikut: a. Metode Inquiry, b. Model pembelajaran, diantaranya: 1. Berbasis masalah (problem based learning) 2.Berbasis projek (Problem based project), 3.Model pembelajran melalui penyingkapan/penemuan (discovery/inqury), c.pendekatannya menggunakan saintifik. (2) Sikap guru PPKn terhadap pelaksanaan kurikulum 2013 di SMA Negeri 18 Makassar, yaitu para guru sangat merespon atau menyetujui, karena peserta didik dituntut untuk lebih pro aktif dibandingkan guru. (3) Dampak positif dan negatif yang dialami oleh guru PPKn terhadap pelaksanaan kurikulum 2013 di SMA Negeri 18 Makassar. Adapun dampak positifnya adalah guru hanya menyajikan materi sebesar 30%, selebihnya peserta didik yang lebih berperan aktif dalam proses pembelajaran, sehingga guru tersebut melatih peserta didik berpikir kritis dan lebih mandiri dalam memecahkan sendiri tanpa bantuan orang lain. Sedangkan dampak negatifnya yaitu guru dituntut untuk menilai peserta didik dengan 4 ranah penilaian, sementara waktu yang diberikan hanya 2 jam tatap muka, serta perbandingan rasio guru dan peserta didik tidak sebanding.

 

Kata Kunci: Persepsi, Guru, Kurikulum 2013

 

 

ABSTRACT: This study aims to determine the understanding of PPKn teachers on the implementation of the 2013 curriculum, the attitude / acceptance of PPKn teachers towards the implementation of the 2013 curriculum, and the positive and negative impacts experienced by PPKn teachers on the implementation of the 2013 curriculum at Makassar 18 SMA. researchers used data collection techniques through observation, interviews and documentation. Data obtained from the research results were processed using qualitative descriptive analysis with the stages of collecting data, reducing data, displaying data, and drawing conclusions. The results of the study on PPKn Teachers' Perceptions of 2013 Curriculum Implementation at Makassar 18 SMA show (1) PPKn teacher's understanding of the 2013 curriculum at Makassar 18 SMA is very well understood, in terms of the method, and the approach model used in the learning process. The method and approach model are as follows: a. Inquiry Method, b. Learning models, including: 1. Based on problems (problem based learning) 2. Based on the project (Problem based project), 3. Learning model through disclosure / discovery (discovery / inqury), c. Approach using scientific. (2) The attitude of the PPKn teacher towards the implementation of the 2013 curriculum at Makassar 18 SMA, namely the teachers strongly respond or approve, because students are required to be more pro-active than teachers. (3) Positive and negative impacts experienced by PPKn teachers on the implementation of the 2013 curriculum at Makassar 18 SMA. The positive impact is the teacher only presents the material by 30%, the rest of the students are more active in the learning process, so the teacher trains students to think critically and more independently in solving themselves without the help of others. While the negative impact is that the teacher is required to assess students with 4 domains of assessment, while the time given is only 2 hours face to face, and the ratio of teacher and student ratio is not comparable.

 

Keywords: Perception, Teacher, 2013 Curriculum


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