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Curriculum reform in Indonesian Primary Education
Weningtyas Parama Iswari
Noor Rachmawaty
Makassar State University
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Curriculum reform in Indonesia Outline of Presentation
National Curriculum
Teachers
External Factors
Internal Factors
Classroom
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Reasons for change
- Scientific Approach -Thematic/ Integrative presentation of the content - 12 year compulsory education - Longer school hours - Moral values as additional competence for all subjects
Future Competences
21st Century Skills
(e.g. communication, critical thinking, tolerance)
Negative phenomena
(e.g. drugs, corruption, plagiarism, cheating,)
Public Perception towards educational
condition
(e.g. focus on cognitive aspect, over workload, lack
of character building)
Future Challenges
(e.g. globalization, environmental issues, IT
advances)
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Scientific Approach
General Definition
• An approach to activities that share the goal of discovering knowledge
Indonesian Context
• Observing, Questioning, Associating, Experimenting, Networking
Potential problems
• Teachers’ resistance
• Teachers’ creativity
• Unequal educational facilities across the country (Machmud, 2011)
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Graduate standard
Example of competence standard
Core Competence Basic Competence
- Comprehending and implementing religious practices students believe in - Comprehending, applying and analyzing factual, conceptual and procedural knowledge
- To be appreciative of the opportunity to learn a foreign language, as realized in learning spirit. - Comprehending the objective structure and linguistics elements of spoken and written text
Attitude Skill Knowledge
For example: Religious Self esteem Responsible
For example: Critical Effective and Creative in both abstract and concrete domain
For example: Knowledgeable in science, IT, Arts, Culture, Human rights, Nation, Citizenship and civilization
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The Implementation of the 2013 Curriculum in the Classroom
Classroom
Curriculum
Teacher
External Factor
Internal Factor
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Teachers’ Qualification (Teaching certificate, Teacher Law 2005)
• 4 year Bachelor degree
- Portfolio: or - 90 hours of training cited from Supriyatna (2010)
Potential Problem: No system to regularly improve teachers’ performance after passing certification
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Factors that influence teachers’ teaching practices
Teacher
External Factors: -Professional Development -Supervision
Internal Factors:
- Beliefs - Motivation - Professional Competences
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External Factors
External Factors Problems
Professional Development
Pre-service teacher training •Lack of coordination with schools
In-service teacher training •Limited coverage •Expensive •Ineffective (compact program) •Unsustainable
MGMP (Subject Teacher Forum)
•Low frequency of meetings •Unattractive activities
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External Factors
External Factors Problems
Supervision Main duty: • Academic and Managerial supervision • Monitoring and Evaluation
Unsatisfied academic and managerial supervision caused by : •High workload •Unsatisfactory Recruitment
Required Competence: • Personality • Managerial supervision • Academic supervision • Educational Evaluation • Research and Development • Social
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Internal Factors: Teachers’ beliefs
Teachers’
beliefs
Classroom Practice
Successful Implementation new curriculum
Reality: 40% adopters (greater understanding of curriculum and rationale for its change) 60% non-adopters (lack of engagement with the pedagogy and curriculum issues). Questions : Do teachers have enough knowledge about the new curriculum? Do teachers know their role in order to implement the new curriculum successfully?
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Internal Factors: Professional Competencies
The EFL professional competencies
• command of English • knowledge of relevant
disciplines • the ability to teach • responsibility as professional (Madya 1997 cited in Madya 2003)
Reality • Lack teaching competencies
• Average mark for NCT was 42/100- 98.3% registered teachers sat the test (Cited from Jakarta Globe, March 19, 2012)
• Average mark of NCT for English teachers: 34
Responses from teachers: 1. Validity issue on the NCT 2. Technical problems
Have they taken some action for their own personal development? reflection on their own teaching practice, Reading publications, sharing experiences with other teachers
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Internal Factors: Teachers’ Motivation
Successful implementation of curriculum
Work Performance
Extrinsic & Intrinsic motivation
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Classroom
Assessment School time
Size
Learning Activities
Text book
Students
Facility and infrastructure
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The Implementation of EFL Curriculum in the Classroom
Teacher
Classroom
Curriculum
External Factor
Internal Factor
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Points to ponder…
• Can the 2013 curriculum improve the teaching practice in Indonesian curriculum?
• Do the determined core competence, basic competence and teaching method meet the students’ needs and characteristics?
• Are teachers of English aware of their own capability and role as English teachers in the frame of implementing the national curriculum?
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References
Basalama, Nonny. 2010. English teachers in Indonesian senior high schools in Gorontalo: A qualitative study of professional formation, identity and practice. (Unpublished Thesis Victoria University). vuir.vu.edu.au/16041/1/Nonny_Basalama_Thesis.pdf (Retrieved on 13 October 2013).
Jakarta Globe. 2013. Indonesian Teachers Score Low on Competency Test: Big Surprise? www.thejakartaglobe.com/archive/indonesian-teachers-score-low-on-competency-test-big-surprise/
(Retrieved on 14 October 2013). Kristono. 2008. Konferensi Internasional Ketujuh, Mutu dan Kualifikasi Guru Bahasa Inggris di Indonesia. http://www.itb.ac.id/news/itb_berita_2032.pdf
Kuzborska, Irena. 2011. Links between teachers’ beliefs and practices and research on reading. Reading in Foreign Language Volume 23, No.1. pp.102-128. Lie, Anita. 2007. Education Policy and EFL Curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN
Journal, Volume 18, Number 1. http://journal.teflin.org/index.php/teflin/article/viewFile/113/102 (Retrieved on 13 October 2013). Madya, Suwarsih. 2003. Education Reform and its Implication for EFL Teachers Competencies. TEFLIN Journal Vol. 14 No. 1.
journal.teflin.org/index.php/teflin/article/viewArticle/65 /19 (Retrieved on 13 October 2013). Machmud, Karmila. 2011. The Integration of Technology in a Decentralized Curriculum: The Case of English as Foreign Language (EFL) Instruction in
Gorontalo, Indonesia. etd.ohiolink.edu/ap:10:P10_ETD_SUBID:61743 Supriatna, Asep. 2010. Indonesia’s Issues and Challenges on Teacher Profesional Development. Paper presented on Programme on Zambia Experience
Sharing Seminr osted by IDEC/JICA. http://aadcice.hiroshima-u.ac.jp/e/publications/sosho4_2-04.pdf (Retrieved on 13 October 2013). Suslu, Sebnem. 2006. Motivation of ESL Teachers. The Internet TESL Journal. http://iteslj.org/Articles/Suslu-TeacherMotivation.html (Retrieved on 13
October 2013). Tempo online. http://www.tempo.co/read/news/2012/08/05/079421508/Kemampuan-Guru-Bahasa-Inggris-SMP-Memprihatinkan Zulfikar, Teuku. 2009. The Making of Indonesian Education: An overview on Empowering Indonesian Teachers. Journal of Indonesian Social Sciences and Humanities Vol. 2,
pp. 13–39
http://www.kitlv-journals.nl/index.php/jissh/article/viewFile/URN%3ANBN%3ANL%3AUI%3A10-1-100135/8439
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