ANALYSIS OF BIOLOGY TEACHER SKILL IN PREPARING AND IMPLEMENTING LESSON PLAN BASED ON CURRICULUM 2013 AT SENIOR HIGH SCHOOL IN KABUPATEN KARO.
ANALYSIS OF BIOLOGY TEACHER SKILL IN PREPARING AND
IMPLEMENTING LESSON PLAN BASED ON CURRICULUM 2013
AT SENIOR HIGH SCHOOL IN KABUPATEN KARO
By:
Lea Christina Br Ginting
SID 4103342018
Bilingual Biology Education
A THESIS
Submitted to Fulfill of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATIC AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2015
BIOGRAPHY
Lea Christina Br Ginting was born in Kabanjahe on May 24 th, 1993. Her
Father is Luncang Ginting, S.Th and her mothe is Dra Hartalianna Br Tarigan.
She is the second child of three siblings. In 1998, writer went to Primary School
in SD Methodist Berastagi and garduated in 2004. In 2004, writer continued her
study on Junior High School SMP Negeri 2 Berastagi. Then, in 2007, writer
continued her Study on Senior High School in SMA Negeri 1 Berastagi and
garduated in 2010. The writer was accepted in State Unversity of Medan, Faculty
of Mathematics and Natural Science, Biology Education Study Program in 2010
and graduated in 2015.
ACKNOWLEDGEMENT
First and foremost, the writer would like to devote the greatest
thankfulness to The Almighty God Jesus Christ, for His guidance, love and
blessing that He gives in her life especially in doing this thesis.
In this opportunity, she would like to expres her deepest gratitude to Prof.
Dr. Herbert Sipahutar, M.S, M.Sc as her thesis supervisor for his endless precious
time spared in guiding, advising and correcting the draft of the thesis until its
present form. The gratitude are also expressed to Prof. Dr. Binari Manurung,
M.Si, Dr. Fauziyah Harahap and Dra. Martina Restuati as her examiner for their
suggestion, guidance and great inputs in the attempt to meet the requirements of
the content presented in this thesis.
The writer would like also to extend her sincere thankfulness to Prof. Drs.
Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural Science,
State University of Medan, to Prof. Dr.rer.nat Binari Manurung, M.Si as
Coordinator of Bilingual Program, to Drs Zulkifli Simatupang as head of Biology
Departement, to Drs M. Yusuf Nasution as her academic supervisor who has
guide during academic program, and to all lecturers who have taught the valuable
knowledge to her. May God protect them in all activities they do.
In the process of undertaking her study, the writer wishes to express her
profound and sincere gratitude to her beloved father L Ginting and mother H Br
Tarigan for their everlasting love, pray, education in life, moral and financial
support. Also thanks to her sister Lea Christianna Ginting who have walk together
and fighting together during the study , her brother Jhon Chalvin Ginting for his,
pray and support. All of writer families whoses names are not mentioned also
receive her apreciation for their encouragement that has made her to finish the
study.
Her thanks should also go to Mr Tomi Jaya Principal of SMA Negeri 1
Kabanjahe, Bastaria Sinulingga, S.Pd., M.Pd Principal of SMA Negeri 2
Kabanjahe, Alberto Colia, S.Pd., M.Pd principal of SMA Negeri 1 Berastagi and
Drs Josua Perangin angin Principal of SMA Negeri 1 Tigapanah for their
cooperative attitude in allowing her to conduct the research in the school. Also
thanks to I Perangin –angin, S.Pd Biology teacher in SMA Negeri 1 kabanjahe,
Dra M br Ginting Biology teacher in SMA Negeri 2 Kabanjahe, F br Ginting
Biology teacher in SMA Negeri 1 Berastagi and H Nainggolan Biology teacher in
SMA Negeri 1 Tigapanah for their kindness participate and help in research.
She would like to takes this opportunity to thank to all friends in Bilingual
Biology Education Program 2010, to her friend Kalawati and Evi S Ginting, to her
small Group in KTB Manna Community (Dewi, Helma, Herlina, Marta , Tiara
and Sist Henny Manurung), to her brothers & sisters in KK Tedissalyk Beruriah
(Dolly, Sadar, Yoseph, Theo, Siska, Dian, Leusy, Kamsia, Emmy), to her SADO
Fretty and Lisca, to my friends Koordinasi UKMKP UP MIPA 2014 ( Oripa,
Meyta, Reni, Fretty, Dewi, RinaB, RinaR, Tahando, Hertianna, Marta, Apriani,
Sulastry) and all of ministry component for their pray and support
Finally, the writers realizes that this thesis could possibly be far from
being perfect, for its improvement all contructive critics are warmly appreciated.
Thank you.
May God Bless us.
Medan, 7 Apri 2015
Writer
Lea Christina Br Ginting
TABLE OF CONTENT
Ratification Sheet
Biography
Abstract
Acknowledgement
Table of content
List of Table
List of Figure
List of Appendix
Pages
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1.Background
1.2.Problem Identification
1.3. Problem Limitation
1.4.Research Question
1.5. Research Objectives
1.6. Significances of Research
1
3
4
4
5
5
CHAPTER II THEORETICAL REVIEW
2.1. Structure and Function of Curriculum 2013
2.1.1 Structure of Curriculum 2013
2.1.1.1. Characteristic
2.1.1.2. Component
2.1.1.3. Lesson Plan
2.1.2. Function of Curriculum 2013
2.1.2.1. Objectives
2.1.2.2. Evaluation
2.1.3. Comparaison with Preview curriculum
2.2. Lesson Plan
2.2.1. Defenition
2.2.2. Components
2.2.3. Principles of Lesson Plan Preparation
2.2.4. Procedure
2.3.Implementation of Lesson Plan
2.3.1. Learning Process
2.3.2. Learning Evaluation
6
6
6
7
10
10
10
11
12
14
14
15
16
17
19
19
21
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research
3.2. Population Sample
3.2.1. Population
3.2.2. Sample
3.3. Data Collection
3.4. Resarch Instrument
3.5. Standarization
3.6. Research Procedure
3.7. Data Analysis
23
23
23
23
24
24
26
27
28
CHAPTER IV RESULT & DISCUSSION
4.1 Result
4.1.1.Lesson Plan Preparation
4.1.2.Lesson Plan Implementation
4.2. Discussion
4.2.1. Lesson Plan Preparation
4.2.2. Lesson Plan Implementation
30
30
31
32
32
37
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Reccomendation
41
41
REFERENCES
43
LIST OF TABLE
Pages
Table 2.1. The Comparison of Curricuum 2013 with KTSP
13
Table 2.2. The Essential diffrent of Curriculum 2013 with KTSP
14
Table 3.1. Name of School in Kabupaten Karo.
23
Table 3.2. Student’s sample at Senior High School in Tanah Karo
24
Table 3.3. Instrument questionairre lattice of teacher skill in preparing
25
lesson plan at Senior high school in Kabupaten Karo
Table 3.4. Criteria of Teacher Skill level in Preparing Lesson Plan
29
Table 4.1. Teacher skill in preparing lesson plan
30
Table 4.2. Teacher skill in Implementing lesson plan
31
LIST OF APPENDIX
Pages
Appendix 1. Instrumen Penilaian Persiapan Rencana Pembelajaran
Appendix 2. Answer tabulation from Questionnaire in Preparing Lesson Plan
Appendix 3. Data Calculation from Questionairre in Preparing Lesson Plan
Appendix 4. Lesson Plan Document Analyse
Appendix 5. Tabulation from Document Analysis in Preparing Lesson Plan
Appendix 6. Data Calculation from Documen Analysis in Preparing
Lesson Plan
Appendix 7. Instrumen Penilaian Pelaksanaan Pembelajaran (Guru)
Appendix 8. Answer Tabulation from Questionnaire in Implementing
Lesson Plan
Appendix 9. Data Calculation from Questionnaire in Implementing
Lesson Plan
Appendix 10.Tabulation from Observation in Implementing Lesson Plan
Appendix 11. Data Calculation from Observation in Implementing
Lesson Plan
Appendix 12. Instrumen Penilaian Pelaksanaan pembelajaran (Siswa )
Appendix 13. Data Calculation from Students Questionnaire in
Implementing Lesson Plan
Appendix 14. Calculation of Standard Deviation
Appendix 15. Research Documentation
45
47
50
52
64
67
69
72
76
78
82
84
87
95
97
CHAPTER I
INTRODUCTION
1.1 Background
In global era, we are faced with the challenge especially to takes a part in
the free market globalization. The era of globalization and the freemarket
resulting erractic changes and cause non-linear relationship between education
and the world of work. Another challenges that we face is the development of
Science, Technology and Communication which is rapidly increasing.
Education has a major role in producing human quality. Fundamental
educational changes required in this era, especially educational institutions to
improve and develop the national education system. An important component in
the education system is the curriculum, because the curriculum is an educational
component which is used as a reference. Curriculum has a strategic role and
decisive in order to achieve the goals of education itself (Mida, 2013).
The failure of schools to implement Curriculum KTSP also become a
reason the presence of this new curriculum (Husamah, 2013). To reorganize
curriculum, the Government making the arrangement in the standardization
system of education, as as in the Government Regulation (PP) No. 19 year 2005
on national education standards and government regulation No. 32 year 2013 on
amendments to government regulation No. 19 of 2005 . In both these regulations
stated that national education standards are the minimum criteria regarding the
educational system throughout the territory of the unitary republic of Indonesia
According to Goverment Regulation (PP) no 19/2005, National Education
Standards
include: (1) content standard, (2) process standard, (3) graduate
competency standards, (4) education personnel standard, (5) facilities and
infrastructure standart, (6) management standard, (7) financing standard, and (8)
assessment standards. In terms of curriculum development, Content Standard (SI)
and the Competency Standard (SKL) is the main reference for education in
developing the curriculum units. Standard Process is the criteria regarding the
implementation on the educational unit to achieve graduates competency
Proccess standard includes planning learning which is arranging lesson plan for
each lesson (Mulyasa, 2013).
According to Mida (2013), the teacher is "the key person" for successful
reformation of curriculum. Teachers are those who are given the responsibility to
develop and implement curriculum to evaluate achievements. The ability of
teachers to develop the curriculum is also related to how the teacher lays into the
learning process. Every teacher in the educational unit is obliged to draw up a
complete and systematic lesson plan so that learning takes place in an interactive,
inspiring, fun, challenging, motivating learners to active, and provide enough
space for the students to develop initiative, creativity, and independence according
to their talents, interest, as well as psychological and physical development of
learners.
Curriculum 2013, teachers demanded to be more creative especially in
preparing of lesson plan and implementi ng in the learning process. But in reality
there are very few teachers who are like that. Teachers still do not understand to
design lesson plan, to understand the concept of a scientific approach, and
authentic assessment (Imas, 2013). Furthermore based on Sa'dun (2013) many
teachers who does not make their own lesson plan. Lesson plan taken from other
teachers. In addition, the quality of lesson plan tend to be less in accordance with
the demands of curriculum 2013.
Obstacle in the development of curriculum especially on curriculum
implementation is the process of socialization of the new curriculum has not hit
the target (teachers, school personnel or students). The teacher is an agent directly
involved in the learning process so that socialization within the curriculum
changes should actually touch the teacher. Standardization through certification
programs have shifted the competence to a technical matter. All issues concerning
teachers will certainly hinder the understanding and implementation of the basic
concepts of education that carried the new curriculum. So, it should be completed
before the curriculum enacted (Mida, 2013).
The framework of the implementation of Curriculum 2013, the
government through Ministry of Education and Culture
has issued new
regulations on the implementation of curriculum as outlined in the Ministry of
Education and Culture No 81 A year 2013. Regulation includes five attachment
that contains about some guidelines relating to the implementation of Curriculum
2013, namely: guideline for the Management of Curriculum Education Unit;
guideline for Local Content Development; guideline for Extracurricular Activity;
guideline for Learning; and guideline for Curriculum Evaluation.
Regulation of Education and Culture ministry No 81 A year 2013 states
that the learning process consists of five basic learning experiences: observing,
questioning, associating, experimenting and networking. Fifth learning experience
should be created in learning activities.
According to Mulyasa (2013), in implementing Curriculum 2013 will be
difficult in various areas because most of the teachers are not ready.
Unpreparedness of teachers was not only related to the competence, but it deals
with creativity, which is also caused by the slow formulation of curriculum
socialization by the government. In this case, the teachers serving in rural areas
would be difficult to follow new things in a short time, especially with the
thematic integrative approach that takes time to understand it.
Findings indicate that the preparation and implementation of learning and
evaluation have not been conducted in accordance with guidelines of Goverment
regulation number 81. Some other factors that cause was insufficient time
(sessions) are available, facilities and infrastructure are inadequate , teachers and
students who are not yet ready to accept and implement learning curriculum
(Syahril Is, 2014)
Most of teacher still teaching by conventional method whereas in the
school already implemented Curiculum 2013. In Tanah Karo, Curriculum 2013
had been examinated and implemented in four Senior High Scool in academic
year 2013/2014. In Tanah Karo, the Training of Teacher about curriculum 2013
are very low. From 4 teacher who has been asked, there is one teacher who never
trained. Most of teacher just learn theirself or discuss with other teacher. Teachers
know that in Curriculum 2013 using the scientific method. About how to to
impement scientific method itself, teacher still do not understand. In Kabupaten
Karo, lack of socialization are the big problem that causes teacher do not
understand the Curriculum 2013, its concept, the different with previous
curriculum, preparing lesson plan, core standart and also the implementation of
the curriculum.
Start at academic year 2013/2014, Curriculum 2013 has been implemented
in grade one of Senior High School. Based on the above background,
this
research entitled “Analysis of Biology Teacher Skill in Preparing and
Implementing Lesson Plan Based on Curriculum 2013 at Senior High School in
Kabupaten Karo”
1.2. Problem Identification
Based on the background above, the researchers identified several
problems as follows:
1. Lack of Socialization about the implementation of Curriculum 2013 in
Senior High School especially in Biology Subject.
2. Preparation and implementation of learning and evaluation have not been
conducted in accordance with guidelines of Goverment regulation number
81 A
3. Teachers find difficulties to formulate Lesson Plans themselves.
4. Teachers are not understand how to implement Curriculum 2013.
5. Teachers are not understand how to implement scientific method so still
using conventional teaching method
6. Insufficient time available, facilities and infrastructure are inadequate to
implement curriculum 2013
1.3. Problem Limitation
Based on identification of problems above, and given the breadth of
assessment of the quality of lesson plan prepared by the teacher in the
implementation process of learning and teaching biology subjects. Then the
authors limits this study only on a review of Suitability Lesson Plan compiled
biology teachers in Senior High School in Kabupaten Karo with standard
processes and principles of Lesson plan development in accordance with the
guidelines of curriculum 2013 development.
1.4. Research Question
In this study, the research questions are as follows:
1. How is the skill of Biology Teachers in preparing Lesson Plan at Senior
High School in Kabupaten Karo?
2. How is the suitability and the complete of the Lesson Plan content in
Kabupaten Karo with Standard Process and the guidelines of Curriculum
2013 development?
3. How is the skill of Biology Teachers in implementing Lesson Plan at
Senior High School in Kabupaten Karo?
1.5. Research Objectives
This study was aimed to describe the general understanding of biology
teacher in preparing and implementing Lesson plan based on curriculum 2013 in
Kabupaten Karo. Specifically this study was aimed to obtain information about:
1. The skills of Biology Teachers in preparing Lesson Plan at Senior High
School in Kabupaten Karo based on Standards Process and the guidelines
of Curriculum 2013 development
2. The suitability and the complete of Biology Lesson plan content at Senior
High Schools in Kabupaten Karo based on Standard Process and the
guidelines of Curriculum 2013 development
3. The skill of Biology Teachers in implementing Lesson Plan at Senior High
School in Kabupaten Karo.
1.6. Significances of Research
From the results of this study are expected to provide both theoretical and
practical benefits to educators:
1. Theoretical significance; these results can be useful to broaden the
teachers, especially biology teacher in the preparation of lesson plan based
on Curriculum 2013 in their schools.
2. Practical significance; useful as research results are expected to contribute
information for teachers, administrators, developers, a comparison to other
researchers, who discuss and examine the same issues.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1.Conclusions
Based on the result research and the discussion of teacher skill in
preparing and implementing lesson plan based on curriculum 2013, then it can be
concluded as follows
1. The skill of biology teacher in preparing lesson plan at senior high school
in Tanah Karo was good( 80,9 %).
2. Skill of biology teacher in preparing lesson plan was very good in arrange
Subject identity (100%). Skill of teacher is Good in formulating of
indicator, learning goals, selecting of teaching materials,learning
resources. Ability of teacher including enough category in selecting of
learning media,learning scenario and assesment og learning. But still low
in General information and learning models.
3. The skill of biology teacher in implementing lesson plan at senior high
school in Tanah karo was low (68 %). The characteristics of curriculum
2013 implementation is scientific approach but the Aplication of scientific
approach was still low (65,26%).
4. Teacher still do not apllied the learning step including Apperception and
motivation to connect with previous topic and the experience of students,
telling the benefit of learning, demonstrate something and delivery the
competence.
5.2.Recommendation
Based on research findings outlineds in conclusion of the study,
proposed some recommendtion as follow:
1. Teacher hope to be able to preparing leson plan based on the curriculum
2013 development according to Regulation of Education and Cutural
Ministry no 81 A.
2. Teacher be ale to preparing leson plan with the prinsipal development of
lesson plan preparation
3. Teacher can improve their ability to arrange leson plan by some activities
such workshop or training
4. Implementation of learning based on the lesson plan which has arrange ,
using the planned time allocation and implement the scientific approach
based on curriculum 2013 development.
REFERENCES
Akbar, S. 2013. Instrumen Perangkat Pembelajaran. Bandung : PT Remaja
Rosdakarya Offset
Arikunto, Suharsimi.
2010. Prosedur Penelitian, Suatu Pendekatan Praktik.
Jakarta : Rineka Cipta
Belinda Ho. 1995. Using lesson plan as means of reflection. ELT Journal, 49
Birgin,O. 2007. The use of portfolio to asses student’s performance. Journal of
Turkish Science Education, 4:1-16
Douglas G. Wren. 2009. Performance Assesment: A Key ComponentOf a
Balanced Assesment System. Research Brief, 2:1-12
Duncan. G. 2010. From paper to practice. College Park: National Foreign
Language Center at the University of Maryland.
Gultom, S., 2013.Pedoman Kegiatan Pendampingan Implementasi Kurikulum
2013 Bagi Pengawas sekolah, Kepala Sekolah, dan Guru Inti. Jakarta:
Kemendikbud
Hartono. 2011. Metodologi Penelitian. Pekanbaru : Zanafa Publishing.
Herman
&
Winters,
L.
(1992).
A
practical
guide
to
alternative
assessment.Alexandria, VA: Association for Supervision and Curriculum
Development
Husamah. 2013. Desain Pembelajaran Berbasis pencapaian Kompetensi.Malang:
Prestasi pustaka
Imas,
Berlin
S.
2013.
Implementasi
Kurikulum
2013,
Konsep
dan
Penerapan.Surabaya : Penerbit Kata Pena
Jane. 1998. Lesson planning:Towards purposeful learning and effective teaching.
King's College: University of London
Lucas, R.I. 1993 A study on portfolio assessment as an effective student self
evaluation scheme De La Salle University-Manila, Philippines. The Asia
Pacific Education Researcher, 16:1-10
Mida. 2013. Kupas tuntas Kurikulum 2013. Jakarta: Kata Pena
Mulyasa. 2013. Pengembangan dan Implementasi Kurikulum 2013. Bandung: PT
Remaja Karya Rodaskarya
Nuh, M. 2013. Regulation of Education and Culture Ministry number 69 about
Curriculum for Senior High School
Nuh, M. 2013. Regulation of Education and Culture Ministry number 81 A about
Implementation of Garuda Curriculum
Resti, Fauziyah. 2013. Pembelajaran Saintifik Elektronika Dasar Berorientasi
Pembelajaran Berbasis Masalah. Universitas Pendidikan Indonesia.:
Invotec,9:2
Sharon S. Moya; J .Michael O’Malley. 1994 A portofolio Assessment For ESL
The Journal of Educational Issues of Language Minority Students,
13:13-36
Stacy, Kerry.
2011. Hierarchy for effective lesson planning: A guide to
differentiate instruction through material selection. International
Journal of Humanities and Social Science. 19:144
Sugiyono. 2009. Statistika untuk Penelitian. Bandung : Penerbit Alfabeta
Whitelock, Simon. Authentic assessment: What does it mean and how is
itinstantiated by a group of distance learning academics. The open
University International Journal of e-Assessment, 2: 1-11
IMPLEMENTING LESSON PLAN BASED ON CURRICULUM 2013
AT SENIOR HIGH SCHOOL IN KABUPATEN KARO
By:
Lea Christina Br Ginting
SID 4103342018
Bilingual Biology Education
A THESIS
Submitted to Fulfill of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATIC AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2015
BIOGRAPHY
Lea Christina Br Ginting was born in Kabanjahe on May 24 th, 1993. Her
Father is Luncang Ginting, S.Th and her mothe is Dra Hartalianna Br Tarigan.
She is the second child of three siblings. In 1998, writer went to Primary School
in SD Methodist Berastagi and garduated in 2004. In 2004, writer continued her
study on Junior High School SMP Negeri 2 Berastagi. Then, in 2007, writer
continued her Study on Senior High School in SMA Negeri 1 Berastagi and
garduated in 2010. The writer was accepted in State Unversity of Medan, Faculty
of Mathematics and Natural Science, Biology Education Study Program in 2010
and graduated in 2015.
ACKNOWLEDGEMENT
First and foremost, the writer would like to devote the greatest
thankfulness to The Almighty God Jesus Christ, for His guidance, love and
blessing that He gives in her life especially in doing this thesis.
In this opportunity, she would like to expres her deepest gratitude to Prof.
Dr. Herbert Sipahutar, M.S, M.Sc as her thesis supervisor for his endless precious
time spared in guiding, advising and correcting the draft of the thesis until its
present form. The gratitude are also expressed to Prof. Dr. Binari Manurung,
M.Si, Dr. Fauziyah Harahap and Dra. Martina Restuati as her examiner for their
suggestion, guidance and great inputs in the attempt to meet the requirements of
the content presented in this thesis.
The writer would like also to extend her sincere thankfulness to Prof. Drs.
Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural Science,
State University of Medan, to Prof. Dr.rer.nat Binari Manurung, M.Si as
Coordinator of Bilingual Program, to Drs Zulkifli Simatupang as head of Biology
Departement, to Drs M. Yusuf Nasution as her academic supervisor who has
guide during academic program, and to all lecturers who have taught the valuable
knowledge to her. May God protect them in all activities they do.
In the process of undertaking her study, the writer wishes to express her
profound and sincere gratitude to her beloved father L Ginting and mother H Br
Tarigan for their everlasting love, pray, education in life, moral and financial
support. Also thanks to her sister Lea Christianna Ginting who have walk together
and fighting together during the study , her brother Jhon Chalvin Ginting for his,
pray and support. All of writer families whoses names are not mentioned also
receive her apreciation for their encouragement that has made her to finish the
study.
Her thanks should also go to Mr Tomi Jaya Principal of SMA Negeri 1
Kabanjahe, Bastaria Sinulingga, S.Pd., M.Pd Principal of SMA Negeri 2
Kabanjahe, Alberto Colia, S.Pd., M.Pd principal of SMA Negeri 1 Berastagi and
Drs Josua Perangin angin Principal of SMA Negeri 1 Tigapanah for their
cooperative attitude in allowing her to conduct the research in the school. Also
thanks to I Perangin –angin, S.Pd Biology teacher in SMA Negeri 1 kabanjahe,
Dra M br Ginting Biology teacher in SMA Negeri 2 Kabanjahe, F br Ginting
Biology teacher in SMA Negeri 1 Berastagi and H Nainggolan Biology teacher in
SMA Negeri 1 Tigapanah for their kindness participate and help in research.
She would like to takes this opportunity to thank to all friends in Bilingual
Biology Education Program 2010, to her friend Kalawati and Evi S Ginting, to her
small Group in KTB Manna Community (Dewi, Helma, Herlina, Marta , Tiara
and Sist Henny Manurung), to her brothers & sisters in KK Tedissalyk Beruriah
(Dolly, Sadar, Yoseph, Theo, Siska, Dian, Leusy, Kamsia, Emmy), to her SADO
Fretty and Lisca, to my friends Koordinasi UKMKP UP MIPA 2014 ( Oripa,
Meyta, Reni, Fretty, Dewi, RinaB, RinaR, Tahando, Hertianna, Marta, Apriani,
Sulastry) and all of ministry component for their pray and support
Finally, the writers realizes that this thesis could possibly be far from
being perfect, for its improvement all contructive critics are warmly appreciated.
Thank you.
May God Bless us.
Medan, 7 Apri 2015
Writer
Lea Christina Br Ginting
TABLE OF CONTENT
Ratification Sheet
Biography
Abstract
Acknowledgement
Table of content
List of Table
List of Figure
List of Appendix
Pages
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1.Background
1.2.Problem Identification
1.3. Problem Limitation
1.4.Research Question
1.5. Research Objectives
1.6. Significances of Research
1
3
4
4
5
5
CHAPTER II THEORETICAL REVIEW
2.1. Structure and Function of Curriculum 2013
2.1.1 Structure of Curriculum 2013
2.1.1.1. Characteristic
2.1.1.2. Component
2.1.1.3. Lesson Plan
2.1.2. Function of Curriculum 2013
2.1.2.1. Objectives
2.1.2.2. Evaluation
2.1.3. Comparaison with Preview curriculum
2.2. Lesson Plan
2.2.1. Defenition
2.2.2. Components
2.2.3. Principles of Lesson Plan Preparation
2.2.4. Procedure
2.3.Implementation of Lesson Plan
2.3.1. Learning Process
2.3.2. Learning Evaluation
6
6
6
7
10
10
10
11
12
14
14
15
16
17
19
19
21
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research
3.2. Population Sample
3.2.1. Population
3.2.2. Sample
3.3. Data Collection
3.4. Resarch Instrument
3.5. Standarization
3.6. Research Procedure
3.7. Data Analysis
23
23
23
23
24
24
26
27
28
CHAPTER IV RESULT & DISCUSSION
4.1 Result
4.1.1.Lesson Plan Preparation
4.1.2.Lesson Plan Implementation
4.2. Discussion
4.2.1. Lesson Plan Preparation
4.2.2. Lesson Plan Implementation
30
30
31
32
32
37
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion
5.2. Reccomendation
41
41
REFERENCES
43
LIST OF TABLE
Pages
Table 2.1. The Comparison of Curricuum 2013 with KTSP
13
Table 2.2. The Essential diffrent of Curriculum 2013 with KTSP
14
Table 3.1. Name of School in Kabupaten Karo.
23
Table 3.2. Student’s sample at Senior High School in Tanah Karo
24
Table 3.3. Instrument questionairre lattice of teacher skill in preparing
25
lesson plan at Senior high school in Kabupaten Karo
Table 3.4. Criteria of Teacher Skill level in Preparing Lesson Plan
29
Table 4.1. Teacher skill in preparing lesson plan
30
Table 4.2. Teacher skill in Implementing lesson plan
31
LIST OF APPENDIX
Pages
Appendix 1. Instrumen Penilaian Persiapan Rencana Pembelajaran
Appendix 2. Answer tabulation from Questionnaire in Preparing Lesson Plan
Appendix 3. Data Calculation from Questionairre in Preparing Lesson Plan
Appendix 4. Lesson Plan Document Analyse
Appendix 5. Tabulation from Document Analysis in Preparing Lesson Plan
Appendix 6. Data Calculation from Documen Analysis in Preparing
Lesson Plan
Appendix 7. Instrumen Penilaian Pelaksanaan Pembelajaran (Guru)
Appendix 8. Answer Tabulation from Questionnaire in Implementing
Lesson Plan
Appendix 9. Data Calculation from Questionnaire in Implementing
Lesson Plan
Appendix 10.Tabulation from Observation in Implementing Lesson Plan
Appendix 11. Data Calculation from Observation in Implementing
Lesson Plan
Appendix 12. Instrumen Penilaian Pelaksanaan pembelajaran (Siswa )
Appendix 13. Data Calculation from Students Questionnaire in
Implementing Lesson Plan
Appendix 14. Calculation of Standard Deviation
Appendix 15. Research Documentation
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CHAPTER I
INTRODUCTION
1.1 Background
In global era, we are faced with the challenge especially to takes a part in
the free market globalization. The era of globalization and the freemarket
resulting erractic changes and cause non-linear relationship between education
and the world of work. Another challenges that we face is the development of
Science, Technology and Communication which is rapidly increasing.
Education has a major role in producing human quality. Fundamental
educational changes required in this era, especially educational institutions to
improve and develop the national education system. An important component in
the education system is the curriculum, because the curriculum is an educational
component which is used as a reference. Curriculum has a strategic role and
decisive in order to achieve the goals of education itself (Mida, 2013).
The failure of schools to implement Curriculum KTSP also become a
reason the presence of this new curriculum (Husamah, 2013). To reorganize
curriculum, the Government making the arrangement in the standardization
system of education, as as in the Government Regulation (PP) No. 19 year 2005
on national education standards and government regulation No. 32 year 2013 on
amendments to government regulation No. 19 of 2005 . In both these regulations
stated that national education standards are the minimum criteria regarding the
educational system throughout the territory of the unitary republic of Indonesia
According to Goverment Regulation (PP) no 19/2005, National Education
Standards
include: (1) content standard, (2) process standard, (3) graduate
competency standards, (4) education personnel standard, (5) facilities and
infrastructure standart, (6) management standard, (7) financing standard, and (8)
assessment standards. In terms of curriculum development, Content Standard (SI)
and the Competency Standard (SKL) is the main reference for education in
developing the curriculum units. Standard Process is the criteria regarding the
implementation on the educational unit to achieve graduates competency
Proccess standard includes planning learning which is arranging lesson plan for
each lesson (Mulyasa, 2013).
According to Mida (2013), the teacher is "the key person" for successful
reformation of curriculum. Teachers are those who are given the responsibility to
develop and implement curriculum to evaluate achievements. The ability of
teachers to develop the curriculum is also related to how the teacher lays into the
learning process. Every teacher in the educational unit is obliged to draw up a
complete and systematic lesson plan so that learning takes place in an interactive,
inspiring, fun, challenging, motivating learners to active, and provide enough
space for the students to develop initiative, creativity, and independence according
to their talents, interest, as well as psychological and physical development of
learners.
Curriculum 2013, teachers demanded to be more creative especially in
preparing of lesson plan and implementi ng in the learning process. But in reality
there are very few teachers who are like that. Teachers still do not understand to
design lesson plan, to understand the concept of a scientific approach, and
authentic assessment (Imas, 2013). Furthermore based on Sa'dun (2013) many
teachers who does not make their own lesson plan. Lesson plan taken from other
teachers. In addition, the quality of lesson plan tend to be less in accordance with
the demands of curriculum 2013.
Obstacle in the development of curriculum especially on curriculum
implementation is the process of socialization of the new curriculum has not hit
the target (teachers, school personnel or students). The teacher is an agent directly
involved in the learning process so that socialization within the curriculum
changes should actually touch the teacher. Standardization through certification
programs have shifted the competence to a technical matter. All issues concerning
teachers will certainly hinder the understanding and implementation of the basic
concepts of education that carried the new curriculum. So, it should be completed
before the curriculum enacted (Mida, 2013).
The framework of the implementation of Curriculum 2013, the
government through Ministry of Education and Culture
has issued new
regulations on the implementation of curriculum as outlined in the Ministry of
Education and Culture No 81 A year 2013. Regulation includes five attachment
that contains about some guidelines relating to the implementation of Curriculum
2013, namely: guideline for the Management of Curriculum Education Unit;
guideline for Local Content Development; guideline for Extracurricular Activity;
guideline for Learning; and guideline for Curriculum Evaluation.
Regulation of Education and Culture ministry No 81 A year 2013 states
that the learning process consists of five basic learning experiences: observing,
questioning, associating, experimenting and networking. Fifth learning experience
should be created in learning activities.
According to Mulyasa (2013), in implementing Curriculum 2013 will be
difficult in various areas because most of the teachers are not ready.
Unpreparedness of teachers was not only related to the competence, but it deals
with creativity, which is also caused by the slow formulation of curriculum
socialization by the government. In this case, the teachers serving in rural areas
would be difficult to follow new things in a short time, especially with the
thematic integrative approach that takes time to understand it.
Findings indicate that the preparation and implementation of learning and
evaluation have not been conducted in accordance with guidelines of Goverment
regulation number 81. Some other factors that cause was insufficient time
(sessions) are available, facilities and infrastructure are inadequate , teachers and
students who are not yet ready to accept and implement learning curriculum
(Syahril Is, 2014)
Most of teacher still teaching by conventional method whereas in the
school already implemented Curiculum 2013. In Tanah Karo, Curriculum 2013
had been examinated and implemented in four Senior High Scool in academic
year 2013/2014. In Tanah Karo, the Training of Teacher about curriculum 2013
are very low. From 4 teacher who has been asked, there is one teacher who never
trained. Most of teacher just learn theirself or discuss with other teacher. Teachers
know that in Curriculum 2013 using the scientific method. About how to to
impement scientific method itself, teacher still do not understand. In Kabupaten
Karo, lack of socialization are the big problem that causes teacher do not
understand the Curriculum 2013, its concept, the different with previous
curriculum, preparing lesson plan, core standart and also the implementation of
the curriculum.
Start at academic year 2013/2014, Curriculum 2013 has been implemented
in grade one of Senior High School. Based on the above background,
this
research entitled “Analysis of Biology Teacher Skill in Preparing and
Implementing Lesson Plan Based on Curriculum 2013 at Senior High School in
Kabupaten Karo”
1.2. Problem Identification
Based on the background above, the researchers identified several
problems as follows:
1. Lack of Socialization about the implementation of Curriculum 2013 in
Senior High School especially in Biology Subject.
2. Preparation and implementation of learning and evaluation have not been
conducted in accordance with guidelines of Goverment regulation number
81 A
3. Teachers find difficulties to formulate Lesson Plans themselves.
4. Teachers are not understand how to implement Curriculum 2013.
5. Teachers are not understand how to implement scientific method so still
using conventional teaching method
6. Insufficient time available, facilities and infrastructure are inadequate to
implement curriculum 2013
1.3. Problem Limitation
Based on identification of problems above, and given the breadth of
assessment of the quality of lesson plan prepared by the teacher in the
implementation process of learning and teaching biology subjects. Then the
authors limits this study only on a review of Suitability Lesson Plan compiled
biology teachers in Senior High School in Kabupaten Karo with standard
processes and principles of Lesson plan development in accordance with the
guidelines of curriculum 2013 development.
1.4. Research Question
In this study, the research questions are as follows:
1. How is the skill of Biology Teachers in preparing Lesson Plan at Senior
High School in Kabupaten Karo?
2. How is the suitability and the complete of the Lesson Plan content in
Kabupaten Karo with Standard Process and the guidelines of Curriculum
2013 development?
3. How is the skill of Biology Teachers in implementing Lesson Plan at
Senior High School in Kabupaten Karo?
1.5. Research Objectives
This study was aimed to describe the general understanding of biology
teacher in preparing and implementing Lesson plan based on curriculum 2013 in
Kabupaten Karo. Specifically this study was aimed to obtain information about:
1. The skills of Biology Teachers in preparing Lesson Plan at Senior High
School in Kabupaten Karo based on Standards Process and the guidelines
of Curriculum 2013 development
2. The suitability and the complete of Biology Lesson plan content at Senior
High Schools in Kabupaten Karo based on Standard Process and the
guidelines of Curriculum 2013 development
3. The skill of Biology Teachers in implementing Lesson Plan at Senior High
School in Kabupaten Karo.
1.6. Significances of Research
From the results of this study are expected to provide both theoretical and
practical benefits to educators:
1. Theoretical significance; these results can be useful to broaden the
teachers, especially biology teacher in the preparation of lesson plan based
on Curriculum 2013 in their schools.
2. Practical significance; useful as research results are expected to contribute
information for teachers, administrators, developers, a comparison to other
researchers, who discuss and examine the same issues.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1.Conclusions
Based on the result research and the discussion of teacher skill in
preparing and implementing lesson plan based on curriculum 2013, then it can be
concluded as follows
1. The skill of biology teacher in preparing lesson plan at senior high school
in Tanah Karo was good( 80,9 %).
2. Skill of biology teacher in preparing lesson plan was very good in arrange
Subject identity (100%). Skill of teacher is Good in formulating of
indicator, learning goals, selecting of teaching materials,learning
resources. Ability of teacher including enough category in selecting of
learning media,learning scenario and assesment og learning. But still low
in General information and learning models.
3. The skill of biology teacher in implementing lesson plan at senior high
school in Tanah karo was low (68 %). The characteristics of curriculum
2013 implementation is scientific approach but the Aplication of scientific
approach was still low (65,26%).
4. Teacher still do not apllied the learning step including Apperception and
motivation to connect with previous topic and the experience of students,
telling the benefit of learning, demonstrate something and delivery the
competence.
5.2.Recommendation
Based on research findings outlineds in conclusion of the study,
proposed some recommendtion as follow:
1. Teacher hope to be able to preparing leson plan based on the curriculum
2013 development according to Regulation of Education and Cutural
Ministry no 81 A.
2. Teacher be ale to preparing leson plan with the prinsipal development of
lesson plan preparation
3. Teacher can improve their ability to arrange leson plan by some activities
such workshop or training
4. Implementation of learning based on the lesson plan which has arrange ,
using the planned time allocation and implement the scientific approach
based on curriculum 2013 development.
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