that gives students the opportunity to discover, implement their own ideas, be aware and consciously use their own strategies for learning.
The teachers develop learning opportunities for the learners to climb stairs carrying learner higher understanding, which was originally done with the help
of the teacher but more and more independent. For the learners, the learning must shift from being told to actively seek out. It is expected that the
learning experience progressively increased to independent learning habits and steady as a basis for lifelong learning.
Therefore, the success of the 2013 curriculum is depending on the learning process. In which the teachers’ role as a bridge or become a facilitator to carry
out the purposes of the curriculum in the students’ learning process in order to develop the potential of the students.
2.8 Students’ Role in Learning Process the 2013 Curriculum
The role of students in learning process, in which students are encouraged to discover themselves and transform complex information, checking new
information that already exists in memory, and to develop into information or capabilities to suit the environment and times where and when he was alive.
The 2013 curriculum has view that the knowledge base cannot be moved so only from the teacher to the learner. The learners are subjects that have ability
to actively seek, process, construct, and use knowledge.
The learning process provides the opportunity for the learners to construct knowledge in cognitive processes. In order to really understand and apply the
knowledge, the learners should be encouraged to work and solve problems, find everything for them, and strive to realize their ideas.
In this chapter the researcher has described about perception, concept of the 2013 curriculum, the supporting part on the implementation of the 2013
curriculum, the characteristics of the 2013 curriculum, the 2013 curriculum syllabus, the 2013 curriculum lesson plan, teachers’ role in the 2013
curriculum, students’ role in the 2013 curriculum.
III METHODS
In order to deal with concept of research method, this chapter discusses design, population and sample, data collecting technique, procedure, validity and
reliability, research instrument and data analysis. They are described as in the following.
3.1 Design
A descriptive quantitative research design was used in this research to know the perception of the students on the implementation of the 2013 curriculum.
3.1.1 Quantitative Research Design
Quantitative research is “a systematic process of obtaining formal objective data to describe the variables and their relationships. Quantitative research uses
structured tools to generate numerical data and uses statistics to interpret, organize and represent the collected data” Burns Grove 2001:30. In this
study, the research design was quantitative as the researcher used questionnaire to collect data from the respondents. This method allows the researcher to ask
all the respondents the same questions with predetermined responses, which allows objective data to be collected. The researcher also used mean and
