Resistance to Curriculum Changes among Teachers of Madrasah Ibtidaiyah in Indonesia

Wahidmurni, Wahidmurni ORCID: https://orcid.org/0000-0002-0719-435X, Susilawati, Samsul ORCID: https://orcid.org/0000-0002-8312-8151 and Abidin, Achmad Anwar (2024) Resistance to Curriculum Changes among Teachers of Madrasah Ibtidaiyah in Indonesia. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 9 (1). pp. 16-27. ISSN 2503-1481

Preview

Text 18256.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (271kB) | Preview

Abstract

The objective of this research is to examine teachers’ resistance to curriculum changes occurring in Indonesia, which encompasses aspects of lesson planning, teaching implementation, and learning assessment. This research employed a qualitative approach with a case study design. Data were gathered through interview techniquesusing focus group discussions involving20 teachers of Madrasah Ibtidaiyah. Additionally, it encompassed the study of lesson planning documents and learning task outcomes. On top of that, data condensation, data display,and conclusions drawnwere also used for data analysis. Furthermore, to ensure the validity of the research findings, data triangulation among various sources was conducted. The research findings showed that teachers’ resistance to curriculum changes fell into the moderate category. This was primarily because teachers view curriculum changes as ordinary occurrences. In terms of lesson planning, teachers struggled to identify operational verbs relevant to competency achievement indicators, particularly those related to action verbs from the basic competencies or learning outcomes. Regarding teaching implementation, in addition, teachers still lacked experience in implementing the curriculum recommended, such as Project Based Learning (PjBL) and Problem-BasedLearning (PBL). Furthermore, in the aspect of learning evaluation, teachers encountered difficulties in generating questions that prioritized higher-order thinkingSkills (HOTS). As a result, the role of the Institute of Teachers’ Education(LPTK) and the training institute for teachers’ pedagogical and professional competence development needs to be expanded.

Tujuan penelitian ini adalah untuk menganalisis resistensi guru atas perubahan kurikulum yang terjadi di Indonesia, yang mencakup: aspek penyusunan perangkat pembelajaran, aspek pelaksanaan pembelajaran, dan aspek evaluasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan rancangan studi kasus. Data dikumpulkan dengan menggunakan teknik wawancara melalui focus group discussion dengan 20 orang guru madrasah ibtidaiyah, studi dokumen perencanaan pembelajaran dan hasil tugas pembelajaran. Data dianalisis dengan menggunakan pola data condensation, data display dan conclusions drawing. Teknik pengujian keabsahan temuan penelitian dilakukan dengan trianggulasi sumber data. Hasil penelitian menunjukkan bahwa resistensi guru terhadap perubahan kurikulum dalam katagori sedang, hal ini disebabkan guru memandang biasa saja terhadap perubahan kurikulum, dalam aspek penyusunan perangkat pembelajaran, guru merasakan kesulitan dalam menentukan kata kerja operasional untuk indikator pencapaian kompetensi yangrelevan dengan kata kerja dari kompetensi dasar/capaian pembelajaran. Dalam aspek pelaksanaan pembelajaran guru belum berpengalaman dalam menerapkan Project Based Learning (PjBL) dan Problem Based Learning (PBL) dalam kegiatan pembelajaran sebagaimana disarankan dalam kurikulum; dan aspek evaluasi pembelajaran, guru kesulitan dalam mengembangkan soal berorientasi Higher Order Thinking Skills (HOTS).Untuk itu peran Lembaga Pendidikan dan Tenaga Kependidikan (LPTK) dan lembaga pelatihan peningkatan kompetensi pedagogik dan profesional guru perlu ditingkatkan.

Item Type:	Journal Article
Keywords:	Teachers’ Resistance; Curriculum Changes; Problem-BasedLearning; Higher Order Thinking Skills; Resistensi Guru; Perubahan Kurikulum; Problem Based Learning; Higher Order Thinking Skills
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy
Divisions:	Graduate Schools > Magister Programme > Graduate School of Teacher Education for Islamic Primary Schools
Depositing User:	Wahidmurni Wahidmurni
Date Deposited:	15 Feb 2024 13:28

Downloads

Origin of downloads

Actions (login required)

View Item