2013 Curriculum Management for Equivalence Education Package C Program: Multi-Site Study at the Balangan Learning Activity Center (SKB) and Jambu Air Balangan Community Learning Activity Center (PKBM)

Abstract

Curriculum management not optimally conducted adversely affects tutors and education staff understanding because they feel the tasks carried out are still formal and routine in nature. Therefore, it is imperative to implement optimal educational innovation and curriculum management processes. There are four management areas used to structure the principles of curriculum, namely planning, organization, implementation, and evaluation. This research describes how the 2013 curriculum is managed at the Balangan Learning Activity Center (SKB) and the Jambu Air Balangan Community Learning Activity Center (PKBM). This is a case and descriptive research with data collected through observation, interviews, and documentation. Data were analyzed through collection, reduction, presentation, and conclusions. The results showed that the 2013 curriculum consists of the following, 1) Planning, namely holding a performance meeting at the beginning of the academic year covering activities for compiling the structure and content of the curriculum, such as time allocation, division of decision letters, preparation of educational calendars, learning tools and academic activities or programs. 2) Organization, namely distributing lesson schedules and activities or programs. 3) Implementation, which includes using a strategy to check the administrative readiness of tutors, the existence of deliberation or consultation regarding the implementation of learning in the teaching field. 4) evaluation by analyzing a) tutors administrative completeness, attendance, and activities, and b) learning residents, which include participating in assessments in the form of daily assignments and module exams.