Insianie Min Awalia, - (2020) IMPLEMENTASI SISTEM KREDIT SEMESTER (SKS) PADA KURIKULUM 2013 DI SEKOLAH MENENGAH ATAS (Studi Kasus di SMA Negeri 4 Bandung). S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh keunikan setiap individu, keunikan tersebut menjadi latar belakang keberagaman hasil belajar pada siswa yang ternyata melatar belakangi juga perbedaan alokasi waktu belajar bagi setiap siswa. Sehingga penelitian ini bertujuan untuk menggali informasi lebih dalam mengenai bagaimana implementasi Sistem Kredit Semester (SKS) pada Kurikulum 2013 di SMAN 4 Kota Bandung. Secara khusus dirumuskan pertanyaan sebagai berikut: (1) Bagaimana pemahaman Kepala Sekolah, Wakasek Kurikulum dan Guru mengenai Sistem Kredit Semester (SKS) pada Kurikulum 2013 di SMAN 4 Bandung (2) Bagaimana perencanaan pembelajaran dalam Sistem Kredit Semester (SKS) pada Kurikulum 2013 di SMAN 4 Bandung (3) Bagaimana penilaian dalam Sistem Kredit Semester (SKS) pada Kurikulum 2013 di SMAN 4 Bandung (4) Kendala apa yang ditemui dalam mengimplementasikan Sistem Kredit Semester (SKS) pada Kurikulum 2013 di SMAN 4 Bandung. Penelitian ini menggunakan pendektan kualitatif, sedangkan metode yang digunakan yaitu studi kasus analisis deskriptif. Instrumen yang digunakan berupa observasi, wawancara, dan studi dokumentasi. Secara umum pelaksanaan SKS di SMAN 4 Bandung sudah sesuai dengan pedoman yang dikeluarkan oleh Direktorat Pembinaan SMA. Secara khusus pihak sekolah dalam hal ini Kepala Sekolah, para Wakasek, TPMPS, Guru, Wali Kelas dan BK mempunyai pemahaman yang beragam akan SKS, namun Kepala Sekolah dan TPMS sebagai perencana mempunyai pemahaman yang luas akan konsep. Perencanaan pembelajaran SKS (Sistem Kredit Semester) dilaksanakan secara sistematik dan terorganisir Perencanaan SKS diawali dengan sosialisasi oleh pihak sekolah baik secara internal maupun ekternal. Penilaian pembelajaran SKS di SMAN 4 Bandung dilakukan secara internal dan secara ekternal. Kendala dalam implementasi SKS di SMAN 4 Bandung Kendala yang dihadapi adalah banyak sekali guru yang tidak paham makna SKS secara filosofi, sehingga guru-guru kurang meresapi dan menjiwai mengajar dengan kurikulum SKS ini. Dari segi sarana prasarana kendala dalam SKS di SMAN 4 Bandung terlihat dari belum meratanya pendistribusian UKBM, karena PAT dan PAS sudah dilaksanakan berbasis IT, sehingga membutuhkan komputer yang banyak sedangkan SMAN 4 Bandung baru bisa menyediakan 4 (empat) ruangan kelas yang berisi 20 unit komputer setiap kelasnya, sehingga setiap ujian, ada sesi pagi dan sesi siang. Pada pelaksanaannya SKS ini masih serasa sistem paket, guru masih menjadi center dan guru juga masih kebingungan bagaimana memfaslitasi tiga level sekaligus dalam satu kelas yaitu level cepat, sedang, dan lambat; This research is motivated by the uniqueness of each individual, this uniqueness is the background for the diversity of learning outcomes in students which turns out to also be the background for differences in the allocation of learning time for each student. So this research aims to dig deeper information about how the implementation of the Semester Credit System (SKS) in the 2013 Curriculum at SMAN 4 Bandung City. In particular, the following questions are formulated: (1) How do the Principals, Deputy Heads and Teachers understand the Semester Credit System (SKS) in the 2013 Curriculum at SMAN 4 Bandung (2) How is the learning planning in the Semester Credit System (SKS) in the 2013 Curriculum in SMAN 4 Bandung (3) How is the assessment in the Semester Credit System (SKS) in the 2013 Curriculum at SMAN 4 Bandung (4) What obstacles are encountered in implementing the Semester Credit System (SKS) in the 2013 Curriculum at SMAN 4 Bandung. This study uses a qualitative approach, while the method used is a descriptive analysis case study. The instruments used were observation, interview, and documentation study. In general, the implementation of SKS at SMAN 4 Bandung is in accordance with the guidelines issued by the Directorate of Senior High School Development. In particular, the school, in this case the Principal, the Wakasek, TPMPS, Teachers, Homeroom and BK have various understandings of SKS, but the Principal and TPMS as planners have a broad understanding of the concept. SKS learning planning (Semester Credit System) is carried out in a systematic and organized manner. SKS planning begins with socialization by the school both internally and externally. SKS learning assessment at SMAN 4 Bandung is carried out internally and externally. Constraints in implementing SKS at SMAN 4 Bandung The constraints faced are that there are a lot of teachers who do not understand the philosophical meaning of SKS, so that the teachers do not really understand and experience teaching with this SKS curriculum. In terms of infrastructure, the constraints in SKS at SMAN 4 Bandung can be seen from the uneven distribution of UKBM, because PAT and PAS have been implemented based on IT, so they need lots of computers while SMAN 4 Bandung can only provide 4 (four) classrooms containing 20 computers. each class, so every exam, there is a morning session and an afternoon session. In its implementation, this SKS is still like a package system, the teacher is still the center and the teacher is still confused about how to facilitate three levels at once in one class, namely the fast, medium, and slow levels
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Kurikulum 2013, SKS (Sistem Kredit Semester), Mastery Learning |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Sekolah Pasca Sarjana > Pengembangan Kurikulum S-2 |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 21 Dec 2022 07:12 |
| Last Modified: | 21 Dec 2022 07:12 |
| URI: | http://repository.upi.edu/id/eprint/86483 |
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