Pelaksanaan kurikulum mata pelajaran pendidikan jasmani peringkat sekolah menengah pertama di Makassar, Sulawesi Selatan
The new curriculum for Physical Education had been implemented in Indonesia in 2013. The curriculum is known as K-13. However, research conducted showed that the implementation of the K-13 was not encouraging. In connection that, this study aims to identify the implementation of PE curriculum subjec...
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| 格式: | Thesis |
| 语言: | eng eng eng |
| 出版: |
2018
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| 主题: | |
| 在线阅读: | https://etd.uum.edu.my/6915/1/DepositPermission_s93580.pdf https://etd.uum.edu.my/6915/2/s93580_01.pdf https://etd.uum.edu.my/6915/3/s93580_02.pdf |
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| 总结: | The new curriculum for Physical Education had been implemented in Indonesia in 2013. The curriculum is known as K-13. However, research conducted showed that the implementation of the K-13 was not encouraging. In connection that, this study aims to identify the implementation of PE curriculum subject by teachers in planning, implementing and assessing learning according to standards of the Ministry of Education of Indonesia. The study was conducted in junior schools in Makassar, Sulawesi Selatan using qualitative methods involving interviews, observation and document analysis. A total of 8 PE teachers in junior school (SMP) were involved in this study. The data collection was conducted in seven (7) months. Data were analyzed by using inductive methods of Miles, Huberman and Saldana (2014) in three strategies, namely data reduction, data offerings and conclusions. The study found that teachers face a variety of problems in the implementation of the PE curriculum in schools. PE teachers are facing differenties in planning lessons, implementing learning, and assessing learning. School principals were toward to give less attention to the implementation of the curriculum in aspects of field and equipment facilities and difficulties reaching the Indonesian National Education Philosophy (FPNI). Teachers also found to not have the knowledge, skills and creativity in implementing the Mutual Adaptation Approach (PMA) in the planning and implementing teaching and assessing learning. These findings suggest the overall condition of schools in Makassar, Sulawesi Selatan less conducive and implementation of the K-13 PE less effective and less satisfying. In conclusion, PMA is highly recommended in teaching PE subject to fit the needs and existing facilities. This study contribute to all parties associated with the development of the curriculum in the subjects of PE junior school in Makassar, Sulawesi Selatan. |
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