CD Skripsi

Analisis Implementasi Kurikulum Nasional Pada Guru Biologi Di SMA Negeri Kota Pekanbaru

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The National Curriculum Policy is an effort to address the lagging education in Indonesia. The National Curriculum is interpreted as an independent learning design, which is free, namely by providing opportunities for students to learn calmly, relaxed, fun, stress-free and pressure-free, to show their natural talents. With the National Curriculum, the learning process is expected to be more meaningful, in-depth, unhurried and enjoyable. Because the National Curriculum focuses on essential material and the development of student competencies at its stage.
The National Curriculum has been implemented in several schools in Pekanbaru City, although it is not free from various existing problems. Its implementation is still being implemented in stages, namely in class X, where its implementation is not free from problems both in terms of planning, implementation, and assessment (evaluation). Therefore, this study aims to: 1) Find out how the implementation of the national curriculum is in class X of Pekanbaru City State Senior High School, 2) Find out the problems of biology teachers in implementing the National Curriculum in class X of Pekanbaru City State Senior High School.
The type of research used is quantitative descriptive research. This study was conducted from January to March 2023. The sampling technique in this study used a purposive sampling technique, considering that the samples used were schools that had implemented the national curriculum for 2 academic years. Based on this, this study was conducted in 5 State Senior High Schools in Pekanbaru City, namely SMAN 1 Pekanbaru, SMAN 4 Pekanbaru, SMAN 5 Pekanbaru, SMAN 7 Pekanbaru, and SMAN 8 Pekanbaru. The research instruments used in this study were open questionnaires using a rating scale, closed questionnaires using the Guttaman scale, interviews, and observation sheets. The open questionnaire was used to measure the level of difficulty of teachers in implementing the national curriculum which consisted of 47 questions with 3 indicators, namely planning, implementation and assessment indicators. The closed questionnaire was used to determine the implementation of project-based biology learning which consisted of 26 questions with 4 indicators, namely planning, implementation, assessment and follow-up indicators. The observation sheet was used to see how the process of implementing biology learning in the national curriculum consisted of 30 statements with 3 indicators, namely preliminary activities, core activities, and closing activities. The interview sheet is used to dig deeper into information and as supporting data regarding how biology learning is implemented and the difficulties experienced by biology teachers.
The results of the study indicate that: 1) The implementation of biology learning in the national curriculum in class X of Pekanbaru City State Senior High School has been implemented well with an average percentage of 84%. The preliminary activity indicator obtained an average of 100% with a very good category, the core activity indicator obtained an average of 88% with a very good category, and the closing activity indicator obtained an average of 65% with a sufficient category. 2) The difficulties of biology teachers in implementing the National Curriculum in Pekanbaru City State Senior High School in the planning indicator have an average of 0.63, the implementation indicator has an average of 0.73, the assessment indicator has an average of 0.41. All three indicators have a category of experiencing less difficulty. From the results of the study, it can be concluded that the implementation of biology learning in the national curriculum has been implemented well to very well, in line with the level of difficulty experienced by teachers, namely experiencing less difficulty in implementing the national curriculum. There are only a few difficulties in the planning indicator, namely difficulties in designing differentiated learning, providing learning media, compiling cognitive and non-cognitive diagnostic assessments. In the implementation indicator, namely the difficulty in implementing learning steps with differentiated learning strategies, encouraging student activities to be more active, guiding students including talents, interests and abilities of students. In the assessment indicator, namely the difficulty in determining assessments for differentiated learning and project-based learning assessments. The main factors that cause teacher problems in implementing the National Curriculum learning in Pekanbaru City State High Schools are inadequate school facilities and infrastructure, too many students and student conditions. The efforts that can be made by teachers to overcome these obstacles are to routinely attend National Curriculum implementation training, attend MGMP meetings, use various models and methods, use more complete books or teaching materials, continue projects at home, and create formats for their own projects.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1905112493

Penerbit

Pekanbaru : Universitas Riau FKIP Pendidikan Biologi., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1905112493

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

BIOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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