Main Article Content

Abstract

This research aims to evaluate the implementation of the 2013 Curriculum in Batubara District. The components of curriculum implementation that are evaluated include: (1) student conditions, (2) teacher conditions, (3) teacher understanding of the curriculum, (4) conditions of infrastructure, (5) lesson planning, (6) implementation of scientific-based learning, (7) ) implementation of authentic assessments, and (8) authentic assessment results related to aspects of attitudes, knowledge and skills. The evaluation model used is the Model evaluation model Stake Countenance by collecting information on curriculum implementation component data and then comparing it with the standards of the ministry of education. The population consists of 13 SMK. The research subjects were principals and teachers who were determined by purposive sampling technique. The instruments used were questionnaire sheets, observation sheets, and documentation sheets. The trial of the questionnaire instrument was conducted at a vocational school in Batubara district. Data analysis using descriptive techniques. The results of the study, the condition of the students was 93.4%, the condition of the teacher was 75%, the condition of the infrastructure was 69.3%, the understanding of the 2013 curriculum was 80%, the lesson planning or RPP was 75%, the implementation of learning was 95%, the implementation 90% authentic assessment, 82.5% authentic assessment results. Based on the results of the study, it can be concluded that all aspects in each stage have not been fulfilled maximally according to the standard.

Keywords

Evaluation 2013 Curriculum Batubara

Article Details

Author Biographies

Albadi Sinulingga, Universitas Negeri Medan

Pendidikan Kepelatihan Olahraga FIK

Sanusi Hasibuan, Universitas Negeri Medan

Pendidikan Kepelatihan Olahraga FIK

Mauluddin M Noor, Universitas Negeri Medan

Pendidikan Kepelatihan Olahraga FIK
How to Cite
Sinulingga, A., Hasibuan, S., & Noor, M. M. (2021). Evaluation of the Implementation of 2013 Curriculum Vocational Batubara Regency. Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 5(3), 626–641. https://doi.org/10.33369/jk.v5i3.18000

References

  1. Asiyai, R. (2014). Students’perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal. Winter2014, 48(4),716-726.
  2. Brunelle, J. (2002). L’intervention en activité physique et sportive: un point de vue sur la recherché nord-américaine. Avante, 8(2), 1-13
  3. Cowie, B. (2005), Pupil commentary on assessment for learning. Curriculum Journal, 16(2), 137-151.
  4. Dixon, H., Haigh, M. (2009), Changing mathematics teachers conceptions of assessment and feedback. Teacher Development: An International Journal of Teachers Professional Development, 13(2), 173-186.
  5. Hamalik, O. (2008). Manajemen pengembangan kurikulum. Bandung: Remaja Rosdakarya.
  6. Hardman K (2013). Global issues in physical education: Worldwide physical education survey III findings. Intl. J. Phys. Educ. 50(3), 15-28.
  7. Hardman K (2008). The situation of physical education in schools: A European perspective. Hum. Movement 9(1), 5-18.
  8. Harris, K.C., Kuramoto, L.K., Schulzer, M., Retallack, J.E. (2009), Effect of School-based physical activity interventions on body mass index in children: Ameta-analysis. Canadian Medical Association Journal, 180(7), 719-180.
  9. Hetland KM, Strand B (2010). A descriptive analysis of undergraduate PETE programs in the central district. ICHPER-SD J. Res. In: Health, Phys. Educ. Recreation Sport Dance. 5(1), 3-9.
  10. Hickson C, Robinson D, Berg S (2012). Active in the North community physical activity programming in Canada. Intl. J. Phys. Educ. 49(2), 16-30.
  11. Luke, M. (2000). Physical and health education curriculum: Cross-Canada perspectives. CAHPERD , 66(2), 4-12.
  12. Majid, A. (2014). Implementasi Kurikulum 2013 Kajian Teoritis dan Praktis.Bandung: Interes Media.
  13. Mardapi, D. (2008). Teknik penyusunan tes dan nontes. Yogyakarta: MitraCendikia.
  14. Moleong, Lexy. 2007 . Metodologi Penelitian Kualitatif. Bandung : PT Remaja Rosdakarya.
  15. Nasution. (2014). Asas-asas kurikulum. Jakarta: PT. Bumi Aksara.
  16. Napper-Owen G, Marston R, Van Volkinburg P, Afeman H, Brewer J (2008). What constitutes a highly qualified physical education teacher. J. Phys. Educ. Recreation Dance. 79(8), 26-30.
  17. Payne, P.G. (2003), The technics of environmental education. Environmental Education Research, 9(4), 525-541.
  18. Penney, D. (2001). The revision and initial implementation of the National curriculum for physical education in England. Bulletin of Physical Education, 37(2), 93-134
  19. Sofou, E. & Tsafos, V. (2009). Preschool teachers’ understandings of the nationalpreschool curriculum in greece.
  20. Suyanto & Asep Jihad. (2013). Menjadi guru profesional. Jakarta: Erlangga.
  21. Syed, K.S.A., Jani, J. (2010), Implementation of teaching of physical education (physical fitness). Series Physical Education and Sport/ Science, Movement and Health, 10(2), 294-297.
  22. Wiles, J. (2009). Leading curriculum development. New York: Corwin Press ASAGE Company.
  23. Wangid, M.N. (2014). Guru sebagai kunci pelaksanaan kurikulum 2013. Makalah disajikan dalam Seminar Nasional Pemantapan Implementasi Kurikulum2013 dalam Pendidikan Sekolah Dasar di Universitas Negeri Yogyakarta.