Implementation Of The Independent Curriculum In Mathematics Learning For Class X Vocational School In The Administrative City Of East Jakarta

Authors

  • Endah Asmarawati Pamulang University, Kota Tangerang Selatan, Provinsi Banten, Indonesia

DOI:

https://doi.org/10.51601/ijersc.v3i5.487

Keywords:

Independent curriculum, mathematics learning and East Jakarta.

Abstract

The purpose of this study is to describe: (1) how the teachers prepared mathematics learning activities in an
independent curriculum, (2) how teachers implement an independent curriculum in mathematics learning, (3) the
obstacles experienced by teachers in implementing an independent curriculum in mathematics learning. Qualitative
research was aapplied in this research. The subject of the research were mathematics teacher of class X SMK in East
Jakarta Administrative City. The subjects are selected based on teachers who frequently attended training and
independent curriculum webinars and suggestions from the principal. The data collection techniques was done by
observation, interviews and documentation. Data validity uses source triangulation. The data analysis technique used
Miles and Huberman’s concept that are data collection, data reduction, presentation of data and drawing conclusions.
The results of the study can be stated as follows: (1) How to organize independent curriculum implementation activities
in mathematics learning is done by: (a) preparing Education Operational Unit Curriculum (KSOP) documents,
education calendars, annual programs, semester programs to determine effective weeks, (b) preparing learning
outcomes (CP), goals learning (TP), learning objectives flow (ATP), student worksheets (LKPD) and appropriate
learning methods, (c) compiling teaching modules and their assessments and preparing Pancasila student profile
projects. (2) The process of implementing an independent curriculum in mathematics learning carried out by teachers is
in accordance with the lesson plan. Teachers use active learning strategies and learning models to make students active
in learning activities and teachers only as facilitators. In learning the teacher also carries out several activities to
strengthen the profile of Pancasila students to students in order to achieve learning objectives. (3) The obstacles
experienced by teachers in implementing an independent curriculum in mathematics learning include: (a) students still
have difficulty adapting to offline learning, (b) students' basic knowledge of mathematics is low and students tend to be
passive even though they have been given a stimulus by the teacher.

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Published

2022-10-28

How to Cite

Asmarawati, E. (2022). Implementation Of The Independent Curriculum In Mathematics Learning For Class X Vocational School In The Administrative City Of East Jakarta. International Journal of Educational Research and Social Sciences (IJERSC), 3(5), 1915–1919. https://doi.org/10.51601/ijersc.v3i5.487