DHIKRIANA, MIFTA RINA (2022) INTEGRASI KURIKULUM 2013 DENGAN KURIKULUM CAMBRIDGE DALAM PEMBELAJARAN (Studi kasus di SD Islamic International School-PSM Magetan). Masters thesis, IAIN Ponorogo.
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Abstract
ABSTRAK
Globalisasi berpengaruh terhadap dunia pendidikan yang menimbulkan perubahan pola pembelajaran. Selain itu perkembangan teknologi dan informasi menimbulkan perubahan pola pendidikan sehingga pendidikan dituntut untuk melakukan inovasi dan perbaikan kualitas pendidikan. Salah satu upaya inovasi pendidikan yaitu dengan menerapkan integrasi kurikulum 2013 dengan kurikulum cambridge dalam pembelajaran agar mencetak generasi muda berwawasan global dan mampu menyesuaikan diri terhadap masyarakat dunia.
Tujuan penelitian ini adalah 1). Mendeskripsikan latar belakang penerapan integrasi kurikulum 2013 dengan kurikulum cambridge dalam pembelajaran. 2). Menganalisis pola integrasi kurikulum 2013 dengan kurikulum cambridge dalam pembelajaran. 3) Menganalisis implikasi dari integrasi kurikulum 2013 dengan kurikulum cambridge dalam pembelajaran. Penelitian ini menggunakan metode penelitian kualitatif deskriptif dengan jenis studi kasus. Peneliti menjadi instrumen utama dengan metode pengumpulan data melalui observasi lapangan, wawancara mendalam, dan studi dokumentasi. Data penelitian dianalisis kemudian dicek keabsahan data melalui ketekunan pengamatan dan triangulasi.
Hasil penelitian yakni latar belakang penerapan integrasi kurikulum berupa harapan dan alasan yakni pendiri ingin mendirikan sekolah atau pesantren bertaraf international, pandangan pendiri tentang kebutuhan pendidikan dimasa mendatang, untuk membentuk sistem pengajaran, untuk menjadi sekolah teladan, untuk mencetak generasi berwawasan global dan religius, karena sekolah percontohan /pilot project, karena kurikulum cambridge mudah diterapkan dengan kurikulum nasional. Pola penerapan integrasi kurikulum 2013 dengan kurikulum cambridge dalam pembelajaran, diterapkan melalui beberapan tahapan yaitu: 1). Tahap akomodasai dengan mengidentifikasi capaian pembelajaran dengan menggabungkan persamaan dan perbedaan capaian menjadi satu capaian pembelajaran terintegrasi dan membuat rumusan secara global berupa mata pelajaran integrasi kurikulum. 2). Tahap koordanasi dilakukan dengan penyusunan materi pelajaran berdasarkan capaian integrasi kurikulum dan menyusun struktur kurikulum berdasarkan perpaduan alokasi waktu dalam integrasi kurikulum. 3). Tahap asimilasi dilakukan dengan menentukan perangkat pembelajaran dari RPP menjadi Lesson plan, dan membentuk sistem pembelajaran berdasarkan hasil integrasi pelajaran berupa jadwal pelajaran integrasi kurikulum, serta menentukan sistem evaluasi pembelajaran melalui penilaian yang digabungkan berupa rapor integrasi kurikulum. Penerapan integrasi kurikulum juga menimbulkan beberapa implikasi yaitu; 1). Implikasi terhadap teori yaitu capaian kompetensi pada Cambridge lebih tinggi dari pada capaian kompetensi K-13, dan Pelajaran cambridge memiliki tema pembahasan yang lebih banyak dari pada kurikulum 2013, serta mengikuti standar sistem evaluasi masing-masing kurikulum. 2). Implikasi terhadap metode yaitu menstandarisasi penggunaan bahasa inggris dalam pembelajaran. 3). Implikasi terhadap manajerial yaitu menstandarisasi penyusunan perangkat pembelajaran berupa LP (lesson plan), membuat rapor integrasi kurikulum dan mengikuti standar raport diknas, dan template nilai kelulusan disesuaikan dengan standar masing-masing kurikulum
Kata kunci; Integrasi, Kurikulum 2013, Kurikulum Cambridge
INTEGRATION OF CURRICULUM 2013 WITH CAMBRIDGE CURRICULUM IN LEARNING (Case Study at SD Islamic International Scholl-PSM Magetan)
ABSTRACT
Globalization affects the world of education which causes changes in learning patterns. In addition, the development of technology and information causes changes in the pattern of education so that education is required to innovate and improve the quality of education. One of the educational innovation efforts is by implementing the integration of the 2013 curriculum with the Cambridge curriculum in learning in order to produce a young generation with a global perspective and able to adapt to the world community.
The aims of this study are 1) To describe the background of implementing the 2013 curriculum integration with the Cambridge curriculum in learning. 2) Analyzing the pattern of integration of the 2013 curriculum with the Cambridge curriculum in learning. 3) Analyzing the implications of integrating the 2013 curriculum with the Cambridge curriculum in learning. This research uses descriptive qualitative research method with the type of case study. Researchers became the main instrument with data collection methods through field observations, in-depth interviews, and documentation studies. The research data were analyzed and then checked for the validity of the data through persistence of observation and triangulation.
The results of the research are the background of implementing curriculum integration in the form of hopes and reasons, namely the founders want to establish an international standard school or Islamic boarding school, the founders' views on future educational needs, to establish a teaching system, to become an exemplary school, to produce a generation of global and religious insight, because the school pilot / pilot project, because the Cambridge curriculum is easy to apply with the national curriculum. The pattern of implementing the 2013 curriculum integration with the Cambridge curriculum in learning is implemented through several stages, namely: 1). The accommodation stage is to identify learning outcomes by combining similarities and differences in achievements into one integrated learning achievement and formulating a global formulation in the form of curriculum integration subjects. 2). The coordination stage is carried out by compiling subject matter based on the achievement of curriculum integration and compiling a curriculum structure based on the combination of time allocation in curriculum integration. 3). The assimilation stage is carried out by determining the learning tools from lesson plans to lesson plans, and forming a learning system based on the results of the integration of lessons in the form of a curriculum integration lesson schedule, and determining a learning evaluation system through combined assessment in the form of a curriculum integration report card. The implementation of curriculum integration also raises several implications, namely; 1). The implications for the theory are that the competency achievement at Cambridge is higher than the K-13 competency achievement, and the Cambridge lesson has more discussion themes than the 2013 curriculum, and follows the evaluation system standards of each curriculum. 2). The implication of the method is to standardize the use of English in learning. 3). The managerial implications are standardizing the preparation of learning tools in the form of an LP (lesson plan), making curriculum integration report cards and following the national education report card standards, and passing grade templates adjusted to the standards of each curriculum.
Keywords; Integration, Curriculum 2013, Cambridge Curriculum
| Item Type: | Thesis (Masters) |
|---|---|
| Thesis Supervisor: | AB. MUSYAFFA'FATHANI |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Program Pascasarjana > Program Studi Magister Manajemen Pendidikan Islam |
| Depositing User: | Miss Perpustakaan IAIN Ponorogo |
| Date Deposited: | 23 Jun 2022 08:15 |
| Last Modified: | 23 Jun 2022 08:15 |
| URI: | http://etheses.iainponorogo.ac.id/id/eprint/19911 |
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