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Abstract
Curriculum management is an aspect that affects the success of learning in national education. The research objectives are to describe: (1) the management of the school curriculum model including planning, organizing, implementing, monitoring, and evaluating, and (2) the determinants of the success and failure of curriculum management in model schools. This study followed a qualitative approach through interviews, observation, and documentation. Then the data were analyzed by cross-site analysis. The findings of SDN Bakarangan 1 and SDN Pematang Karangan Hulu are that 2013 curriculum planning includes activities to internalize culture in every learning activity. Through organizing the team building. The implementation uses thematic learning activities. Supervision is carried out by the supervisor of the Education Office and the principal. Evaluation, namely, evaluating the process as an analysis of constraints in the curriculum and evaluating learning outcomes. Constraint factors at SDN Bakarangan 1 are teacher understanding, carrying capacity, and determination of minimum completeness criteria (KKM). The success of curriculum management on site 1 is achievement management, active teachers in participating in development activities, and an internal school quality assurance team as guardians in the culture-based 2013 curriculum activities. Obstacles at Pematang Karangan Hulu Elementary School are the lack of understanding of teachers; the principal appointed himself as the team leader; and active participation of the community and parents. Success factors through providing teacher development training, increasing carrying capacity, the active role of school members, and teacher readiness. Suggestions to the principal, as input and development to the principal for impact schools; for teachers, as guidance material in implementing and developing model school curriculum management in curriculum structure and learning programs.
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How to Cite
Yulieana, R., Effendi, R., & Aslamiah. (2020). Model School Curriculum Management at Public Elementary School. Journal of K6 Education and Management, 3(3), 315-326. https://doi.org/10.11594/jk6em.03.03.04
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Ardelt, M., & Eccles, J. (2001). Effects of mothers' parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22(8) , 944-972.
Baharuddin, B., & Dalle, J. (2019). Transforming Learning Spaces for Elementary School Children with Special Needs. Journal of Social Studies Education Research, 10(2), 344-365.
Baskin, T. W., Quintana, S. M., & Slaten, C. D. (2014). Family Belongingness, Gang Friendships, and Psychological Distress in Adolescent Achievement. Journal of Counseling and Development, 92 (4),11-15.
Boekaerts, M. (2007). Understanding students' affective processes in the classroom. In Emotion in Education (pp. 37-56). Academic Press.
Briukhanov, V. M., Kiselev, V. I., Timchenko, N. S., & Vdovin, V. M. (2010). 15. Monitoring the Opinions of Parents of College Students as a Component of the Institution's In-House Education Quality Management System. Russian Education and Society, 52 (5) , 79-88 DOI: 10.2753/RES1060-9393520507.
Burns, R. (2002). Education and Social Change: A Proactive or Reactive Role? International Review of Education 48, 21–45 .
Bush, T., & Bell, L. (2002). The principles and practice of educational management. London: Paul Chapman Publishing.
Capano, G. (2018). Policy design spaces in reforming governance in higher education: the dynamics in Italy and the Netherlands. High Educ, 75, 675–694.
Chan, J. K.-S. (2010). Teacher's responses to curriculum policy implementation: colonial constraints for curriculum reform. Educational Research for Policy Practice, 9, 93-106. doi:10.1007/s10671-010-9082-5
Chapman, D. W., & Miric, S. L. (2009 ). Education Quality in the Middle East. International Review of Education 55 , 311-344 https://doi.org/10.1007/s11159-009-9132-5.
Cheung, C.-k., Cheung, H. Y., & Hue, M.-t. (2017). Educational contributions to students’ belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth, 22(2), 226-237, DOI: 10.1080/02673843.2016.1157827.
Chimombo, J. (2005). Quantity Versus Quality in Education: Case Studies in Malawi. Int Rev Educ 51, 155–172.
Dalle, J., & Mutalib, A. A. (2018). The impact of technologies in teaching interaction design. Journal of Advanced Research in Dynamical and Control Systems, 4, 1779-1783.
Defyanti, V. (2014). Pelaksanaan manajemen kurikulum 2013 pada tingkat sekolah dasar di Kecamatan Tanjung Emas. al-Fikrah: Jurnal Manajemen Pendidikan, 2(2), 177-185. doi:10.31958/jaf.v2i2.383
Elliot, A. J., & Pekrun, R. (2007). Emotion in the Hierarchical Model of Approach-Avoidance Achievement Motivation. In Emotion in Education (pp. 57-73). Academic Press.
Ernawati, Y. (2012). Manajemen kurikulum kelas bilingual. Jurnal Manajemen Pendidikan, 23(6), 572-577.
Firdausi, R., Ahmad, K. I., & Rachmayanie, R. (2019). Implementation of entrepreneurship-based learning management. Journal of K6, Education and Management, 2(3), 174-185. doi:10.11594/jk6em.02.03.01
Fograty, R. (1991). How to integrate the curricula. Palatine: Skylight-Publishing Inc.
Grauwe, A. (2005). Improving The Quality of Education Through School-Based Management: Learning From International Experiences. Int Rev Educ 51, 269–287 .
Haryono, Budiyono, Istyarini, Wardi, & Ardiantoro, A. (2019). Sistem penjaminan mutu pendidikan dalam meningkatkan mutu pendidikan sekolah dasar di kecamatan Gajah Mungkur kota Semarang. Jurnal PANJAR: Pengabdian Bidang Pembelajaran, 1(1), 17-22.
Heyneman, S. P. (2004). International education quality 23 (4) . Economics of Education Review, 441-452.
Idris, F., Hassan, Z., Ya'acob, A., Gill, S. K., & Awal, N. A. (2012). The role of education in shaping youth’s national identity . Procedia - Social and Behavioral Sciences 59, 443 – 450.
Kemendikbud. (2013). Materi pelatigan guru implementasi kurikulum 2013: SD kelas IV. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.
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Linda, D.-H., & Robert, R. (2011). Teacher and Leader Effectiveness in High-Performing Education Systems. Canada; Finland; Singapore; United States: ERIC.
Mahmudah, L., Asniwati, & Aslamiah. (2019). Implementation of discipline character education in early childhood (multi-site study in Tunas Bangsa and Aisyiah Bustanul Athfal Integrated Early Childhood Education at Golf Landasan Ulin). Journal of K6, Education and Management, 2(4), 301-311. doi:10.11594/jk6em.02.04.05
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis, a methods sourcebook. New York: Sage Publications.
Nassaji, H. (2015). Qualitative and Descriptive Research: Data Type versus Data Analysis. Language Teaching Research , https://doi.org/10.1177/1362168815572747.
Ningrum, E. S., & Sobri, A. Y. (2015). Implementasi kurikulum 2013 di sekolah dasar. Jurnal Manajemen Pendidikan, 24(5), 416-423.
Ninoersy, T., ZA, T., & Wathan, N. (2019, June). Manajemen perencanaan pembelajaran Bahasa Arab berbasis kurikulum 2013 pada SMAN 1 Aceh Barat. Fitrah: Jurnal Kajian Ilmu-ilmu Keislaman, 05(1), 83-102. doi:10.24952/fitrah.v5i1.1759
Nuriyah, N. (2016). Evaluasi pembelajaran: sebuah kajian teori. Jurnal Pendidikan Sosial & Ekonomi, 3(1), 73-86. doi:10.24235/edueksos.v3i1.327
Nurliyah, Bisri, H., & Hartati, Y. (2017). Penerapan nilai-nilai karakter melalui program intrakurikuler dan ekstrakurikuler. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 4(1), 59-74. doi:10.30997/dt.v4i1.824
Permatasari, A. L., & Rizky. (03 November 2018). Penggunaan game edukatif untuk pendidikan mitigasi bencana gempabumi di SD Islam Terpadu Bina Anak Islam Krapyak Panggungharjo Sewon Bantul. Seminar Hasil pengabdian Masyarakat: Implementasi Teknologi Tepat Guna Kepada Masyarakat. 1, pp. 13-18. Yogyakarta: Lembaga Pengabdian Masyarakat Universitas Pengabdian Masyarakat. Retrieved from https://www.ojs.amikom.ac.id/index.php/semhasabdianmas/article/viewFile/2186/1989
Qondias, D., Kaka, P. W., & Nau, M. I. (2018). Studi evaluasi kurikulum 2013 tingkat sekolah dasar di wilayah timur Indonesia. Jurnal Pendidikan Dasar Perkhasa, 4(1), 63-72. doi:10.31932/jpdp.v4i1.15
Raghupathy, S. (1996). Education and the use of maternal health care in Thailand. Social Science & Medicine 43 (4) , 459-471.
Rahmah, S. (2018). Pengawas sekolah penentu kualitas pendidikan. Jurnal Tarbiyah, 25(2), 174-193. doi:10.30829/tar.v2i2.378
Robinson, P. B., & Sexton, E. A. (1994). The effect of education and experience on self-employment success. Journal of Business Venturing 9 (2) , 141 - 156.
Saajidah, L. (2018). Fungsi-fungsi manajemen dalam pengelolaan kurikulum. MADRASA: Journal of Islamic Education Management, 1, 16-22. doi:10.32940/mjiem.v1i0.71
Saufi, A., & Hambali. (2019, March). Menggagas perencanaan kurikulum menuju sekolah unggul. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 03(01), 29-54. doi:10.33650/al-tanzim.v3i1.497
Shahadan, A., & Oliver, R. (2016). Elementary school leader's percception of their roles in managing school curriculum: a case study. Academic Journals: Educational Research and Reviews, 11(18), 1785-1789. doi:10.5897/ERR2015.2490
Sholihin, E. N., Bafadal, I., & Sunandar, A. (2018). Pengelolaan persiapan akreditasi sekolah. JAMP: Jurnal Administrasi dan Manajemen Pendidikan, 1(2), 171-178.
Suherli, T. (2018). Kinerja mengajar guru dalam mengimplementasi kurikulum 2013 sebagai upaya pembentukan karakter sekolah dasar. IJEMAR: Indonesian Journal of education management & administration review, 2(2), 292-299. doi:10.4321/ijemar.v2i2.1926
Sukaryanti, B., & Supriyoko. (2020). Manajemen sekolah model sistem penjaminan mutu internal di SMP Muhammadiyah 2 Yogyakarta. MMP: Media Manajemen Pendidikan, 2(3), 362-371. doi:10.30738/mmp.v2i3.6739
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