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Disampaikan dalam Rapat Dengar Pendapat Umum Komite III DPD RI Tentang Evaluasi Kurikulum 2013 di Gedung B DPD RI Lantai 2 Jalan Jenderal Gatot Subroto.

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Presentasi berjudul: "Disampaikan dalam Rapat Dengar Pendapat Umum Komite III DPD RI Tentang Evaluasi Kurikulum 2013 di Gedung B DPD RI Lantai 2 Jalan Jenderal Gatot Subroto."— Transcript presentasi:

1 Disampaikan dalam Rapat Dengar Pendapat Umum Komite III DPD RI Tentang Evaluasi Kurikulum 2013 di Gedung B DPD RI Lantai 2 Jalan Jenderal Gatot Subroto No 6 Jakarta, tanggal 8 April Prof. Suyanto, Ph.D (Guru Besar Fakultas Ekonomi Universitas Negeri Yogyakarta)

2 KARAKTERISTIK KURIKULUM 2006 Standar Isi ditentukan terlebih dahulu melalui Permendiknas No 22 Tahun Setelah itu ditentukan SKL (Standar Kompetensi Lulusan) melalui Permendiknas No 23 Tahun 2006 Lebih menekankan pada aspek pengetahuan. Di jenjang SD Pembelajaran Tematik Terpadu untuk kelas I-III Sumber: Revyareza

3 KARAKTERISITIK KURIKULUM 2006 Jumlah jam pelajaran lebih sedikit dan jumlah mata pelajaran lebih banyak dibanding Kurikulum Standar proses dalam pembelajaran terdiri dari Eksplorasi, Elaborasi, dan Konfirmasi TIK sebagai mata pelajaran Penilaiannya lebih dominan pada aspek pengetahuan Sumber: Revyareza 3

4 KARAKTERISTIK KURIKULUM 2006 Pramuka bukan ekstrakurikuler wajib; Penjurusan di SMA baru dimulai kelas XI; BK lebih pada menyelesaikan masalah siswa. Sumber: Revyareza 4

5 KARAKTERISTIK KURIKULUM 2013 SKL (Standar Kompetensi Lulusan) ditentukan terlebih dahulu, melalui Permendikbud No 54 Tahun Setelah itu baru ditentukan Standar Isi, yang berbentuk Kerangka Dasar Kurikulum, yang dituangkan dalam Permendikbud No 67, 68, 69, dan 70 Tahun 2013 Penjurusan dan Peminatan mulai kelas X untuk jenjang SMA/MA BK lebih menekankan untuk mengembang- kan potensi siswa Sumber: Revyareza 5

6 KARAKTERISTIK KURIKULUM 2013 Aspek kompetensi lulusan ada keseimbang- an soft skills dan hard skills yang meliputi aspek kompetensi sikap, keterampilan, dan pengetahuan (ASK) Di jenjang SD pembelajaranTematik Terpadu untuk kelas I-VI. Jumlah jam pelajaran per minggu lebih banyak dan jumlah mata pelajaran lebih sedikit dibanding Kurikulum Sumber: Revyareza 6

7 KARAKTERISTIK KURIKULUM 2013 Proses pembelajaran setiap tema di jenjang SD dan semua mata pelajaran di jenjang SMP/SMA/SMK dilakukan dengan pendekatan ilmiah (scientific approach), yaitu standar proses dalam pembelajaran terdiri dari Mengamati, Menanya, Mengolah (Menalar), Menyajikan, Menyimpulkan, dan Mencipta. Sumber: Revyareza 7

8 KARAKTERISTIK KURIKULUM 2013 TIK (Teknologi Informasi dan Komunikasi) bukan sebagai mata pelajaran, melainkan sebagai media pembelajaran Standar penilaian menggunakan penilaian otentik, yaitu mengukur semua kompetensi sikap, keterampilan, dan pengetahuan berdasarkan proses dan hasil. Pramuka menjadi Ekstra Kurikuler wajib. Sumber: Revyareza 8

9 SINOPSIS KURIKULUM 2013 Desember 2011 Dalam laporan akhir tahun 2011 bagian rencana kerja 2012, tidak terdapat rencana perubahan kurikulum Agustus 2012 Wapres Boediono menulis opini di Kompas berjudul Pendidikan Kunci Pembangunan. September 2012 Kemdikbud membentuk tim untuk menyusun kurikulum baru, Kurikulum Sumber: Kemendikbud (2014)

10 SINOPSIS KURIKULUM 2013 Desember 2012 Uji publik konsep Kurikulum 2013 berupa salindia (tayangan) presentasi secara daring (online). Januari 2013 SK tim Kurikulum 2013 dikeluarkan Februari 2013 Penyusunan buku Kurikulum Juni2013 Pelatihan instruktur nasional selama lima hari. lnstruktur nasional melatih guru inti selama lima hari. Guru inti melatih guru sasaran selama lima hari. 10 Sumber: Kemendikbud (2014)

11 SINOPSIS KURIKULUM 2013 Juli 2013 Penerapan Kurikulum 2013 di sekolah. September 2013 Pelaksanaan survei persepsi terhadap guru, kepala sekolah, orang tua dan siswa tentang Kurikulum Tidak ada lagi survei/ evaluasi terhadap implementasi Kurikulum 2013 di sekolah sampai akhir tahun ajaran. 11 Sumber: Kemendikbud (2014)

12 SINOPSIS KURIKULUM 2013 Juli 2014 Penerapan Kurikulum % di sekolah di Indonesia. Agustus - Oktober 2014 Kasus ketidaksiapan distribusi buku di sekolah. Masalah Pengembangan Kurikulum 2013 Tidak ada kajian terhadap penerapan Kurikulum 2006 dan urgensi perpindahan kepada Kurikulum Sumber: Kemendikbud (2014)

13 SINOPSIS KURIKULUM 2013 Tidak ada uji coba penerapan Kurikulum 2013 setelah setahun penerapan di sekolah-sekolah yang ditunjuk Penyeragaman tema di seluruh kelas, sampai metode, isi pembelajaran dan buku yang bersifat wajib sehingga terindikasi bertentangan dengan UU. Penyusunan konten Kompetensi Inti dan Kompetensi Dasar yang tidak seksama sehingga menyebabkan ketidakselarasan. 13 Sumber: Kemendikbud (2014)

14 SINOPSIS KURIKULUM 2013 Kompetensi Spiritual dan Sikap terlalu dipaksakan sehingga menganggu substansi keilmuan dan menimbulkan kebingungan bagi para guru. Metode penilaian sangat kompleks dan menyita waktu sehingga membingungkan guru dan mengalihkan fokus dari memberi perhatian sepenuhnya pada siswa. Berganti-gantinya regulasi kementerian akibat revisi yang berulang. 14 Sumber: Kemendikbud (2014)

15 PERBANDINGAN PERUBAHAN KURIKULUM DI INGGRIS Pemerintah umumkan rencana perubahan kurikulum nasional Proses penyusunan kurikulum baru selama 2 tahun melalui uji publik berulang dan menyeluruh Kurikulum final diluncurkan, sekolah boleh melakukan uji coba penerapan Penerapan bertahap s/d Sumber: Kemendikbud (2014)

16 The Curriculum Cycle Breakdown: MANVILLE SCHOOL DISTRICT, NEW JERSEY USA Year 1: Curriculum Evaluation and Development Review current research, exemplary practices and national and state standards Review and revise Vision Statement Meet and collaborate with colleagues Gather input from staff and articulate across grade levels Draft curricula using the template available on OnCourse Purchase materials, supplies and other essential materials to support implementation Infuse Language Arts, technology and other content area into curriculum Plan staff development opportunities to support implementation of the new curricula 16 Soource: Manville School District, New Jersey, USA

17 The Curriculum Cycle Breakdown: MANVILLE SCHOOL DISTRICT, NEW JERSEY USA Year 2: Implementations of New Curricula Offer professional development opportunities to support implementation Monitor and support the implementation of curricula Administration supervision of implementation of the curriculum Collect and summarize data on evidence of student learning 17 Soource: Manville School District, New Jersey, USA

18 The Curriculum Cycle Breakdown: MANVILLE SCHOOL DISTRICT, NEW JERSEY USA Year 3: Implementations and Revisions Continue to monitor the implementation of the curriculum Continue with professional development opportunities Identify area in need of revision Draft revisions Implement revisions to the curriculum to meet learning goals Continue collecting formative assessment data and evidence of student learning Finalize revisions 18 Soource: Manville School District, New Jersey, USA

19 5-Year Curriculum Renewal Cycle: Glen Rich Public Scholl, NJ USA 1. Review and Research 2. Curriculum Development 3. Initial Curriculum and Program Implementation 4. Curriculum revisions 5. Full implementation Source: Glen Ridge Board of Education, NJ , USA

20 1. Review and Research a.Review of current curriculum documents b.Results of curriculum mapping/scope and sequence exercises c.Curriculum audits of materials d.Assessment of staff development e.Feedback from staff, parents and students f.Review of standardized assessment data g.Review of district assessment data h.Analysis of the interrelationship between the area and other content areas 20 Source: Glen Ridge Board of Education, NJ , USA

21 2. Curriculum Development The Curriculum Committees may be composed as follows: A.Superintendent and Administrator(s), Committee Chairs B.Teacher(s) from target grade/subject levels C.Technology Director, as needed D.Director of Student Services, as needed E.Other Director(s) – as needed to promote curriculum integration F.Student services representative(s), as needed 21 Source: Glen Ridge Board of Education, NJ , USA

22 2. Curriculum Development This process begins with establishing a shared vision for the program content, mission statements that will lead to the fulfillment of the vision and a completed scope and sequence/curriculum map. The vision/goal of the program describes the shared values the school community holds regarding the program as well as those areas our students need to know to be successful upon completion of their education in Glen Ridge. 22 Source: Glen Ridge Board of Education, NJ , USA

23 2. Curriculum Development The mission statements describe what needs to be accomplished on the path to fulfilling the vision/goal. While the vision/goal is simple, enduring and never fully attained, the mission statements provide a focal point of every effort, are clear and compelling, and provide more of a short-term focus. During the curriculum development process, all program options are considered and investigated. 23 Source: Glen Ridge Board of Education, NJ , USA

24 2. Curriculum Development Pilots may take place to determine the effectiveness of options. When pilots are used they are carefully evaluated and research-based decisions are made regarding content, scope, and sequence. This is the stage in which actual curriculum is written. Involvement of staff and administration is absolutely critical at this stage. The foundations of program evaluation should be established during this stage. 24 Source: Glen Ridge Board of Education, NJ , USA

25 2. Curriculum Development Benchmarks for program success and student success indicators have to be established during the scope and sequence portion of this process and assist us in determining if the program is working. A Curriculum Writing Committee under the direction of the Superintendent and administrators from each level of education are responsible for completing this task. 25 Source: Glen Ridge Board of Education, NJ , USA

26 Major tasks of the Curriculum Review and Development Committee a) Establishes vision and missions of program (May/ June) b) Completes vision and missions of program (September/October) c) Reviews evaluation data and conclusions (October/November) d) Establishes guidelines for writing of curriculum (October/January) Scope and Sequence Identifies content to be taught Identifies units 26 Source: Glen Ridge Board of Education, NJ , USA

27 Major tasks of the Curriculum Review and Development Committee e) Researches instructional materials/programs (January/February) f) Identifies, pilots and selects instructional materials/programs (February) g) Recommends implementation budget to the Principal (February) h) Proposes and presents new course(s) to Board when necessary (February/March) i) Reviews curriculum writing products (March/April) Reviews/revises curriculum Coordinates sequence of material Assures coverage of skills across curriculum and grades Establishes benchmarks for program evaluation 27 Source: Glen Ridge Board of Education, NJ , USA

28 Major tasks of the Curriculum Review and Development Committee j) Assigns curriculum writing tasks (May/June) By units, themes Identifies, pilots, and recommends materials to support units/curricula Teams of teachers write units when appropriate h) Presents curriculum to staff (June/August) 28 Source: Glen Ridge Board of Education, NJ , USA

29 3. Initial Curriculum and Program Implementation (This is the stage when the curriculum is put into practice in classrooms. Staff development is the major focus during this stage. Workshops are planned during the school year and/or summer to support the implementation. Checkpoints are established to gather feedback from teachers. Adjustments in implementation and staff development are made along the way. 29 Source: Glen Ridge Board of Education, NJ , USA

30 4. Curriculum revisions Based on input gathered during the school year and feedback from teachers and administrators some revisions to the curriculum may be necessar Budget Focus: Continued support of the successful program. Budgeting for replenishment of materials and purchase of materials to accommodate enrollment growth and new staff. 30 Source: Glen Ridge Board of Education, NJ , USA

31 5. Full implementation At this point, the program is fully operational in all the target classrooms. Teachers are implementing curriculum and instruction in direct alignment with the newly established program. This full implementation continues throughout the curriculum evaluation and development years. 31 Source: Glen Ridge Board of Education, NJ , USA

32 5. Full implementation This is a stage to continue to collect data for comprehensive program evaluation the following year. Staff development could be done in needed areas. Observation of teacher performance is appropriate during this stage. Budget Focus: Continued support of the successful program. Budgeting for replenishment of materials and purchase of materials to accommodate enrollment growth and new staff. 32 Source: Glen Ridge Board of Education, NJ , USA

33 33 DIFFUSION OF INNOVATION – IMPLEMENTASI K 2013*) KEY ELEMENTS OF INNOVATION 1.Innovation 2.Communication channels 3.Time 4.Social systems ADOPTION PROCESS 1.Knowledge 2.Persuasion 3.Decision 4.Implementation 5.Conformation DECISION TYPES 1.Optional Innovation-Decision 2.Collective Innovation-Decision 3.Authority Innovation-Decision ADOPTER CATEGORY 1.Innovators 2.Early adopters 3.Early Majority 4.Late Majority 5.Laggard FIVE FACTORS TO ADOPT OR REJECT 1.Relative Advantage 2.Compatability 3.Complexity or Simplicity 4.Triability 5.Observability QUALITY ASSURANCE *)Diadopsi dari Everett Rogers

34 1.Leadership 2.Digital literacy 3.Communication 4.Emotional intelligence 5.Entrepreneurship 6.Global citizenship 7.Problem-solving 8.Team-working Sumber: Pearson-Learning Curve Report 2014 GURU YANG PROFESIOANAL

35 35 PERAN GURU DI ABAD 21 Guru Profesional Abad 21 Pendidikan Global yang Kompetitif Proses Belajar – Mengajar: To Describe; To Explain; To Illustrate; To Demonstrate; To Inspire; Guru: faktor utama dalam menentukan keberhasilan proses belajar-mengajar : aspek - Learning to Learn.

36 “ The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ” (AlvinToffler) New Definition of Illiterate in the 21 st Century PROFESSIONAL TEACHERS – READY TO ENGAGE IN LIFE-LONG LEARNING – NEW CURRICULUM 36

37 Penulis: Prof. Suyanto, Ph.D. & Drs. Asep Jihad, M.Pd. Kode Buku : ISBN : Spesifikasi : 17,5 × 25 cm BW, HVS 70 gram Jumlah Hal. : 296 halaman

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