IMPLEMENTASI SISTEM KREDIT SEMESTER (SKS) PADA KURIKULUM 2013 DI SEKOLAH MENENGAH ATAS (Studi Kasus di SMA Negeri 4 Bandung)

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.

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

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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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