Model pedampingan implementasi kurikulum 2013 di Madrasah Ibtidaiyah Negeri-2 Kumai Kabupaten Kotawaringin Barat

Suaidy, Muhammad Saleh (2017) Model pedampingan implementasi kurikulum 2013 di Madrasah Ibtidaiyah Negeri-2 Kumai Kabupaten Kotawaringin Barat. Masters thesis, IAIN Palangka Raya.

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Abstract

Kurikulum 2013 adalah kurikulum terbaru yang harus sudah di implementasikan secara keseluruhan sampai dengan 2019, oleh karena itu wajib bagi setiap madrasah untuk melakukan pendampingan dalam rangka menyiapkan tenaga guru dan pendukung lainnya untuk mampu memahami dan terampil dalam melaksanakannya, di samping berobahan mainset dan pola pikir yang mendukung terhadap perobahan kurikulum. Untuk menjamin kualitas pendampingan maka dibutuhkan model dan metode pendampingan yang mampu memberikan jaminan kualitas pelatihan yang bermutu.
Penelitian ini bertujuan (1) memahami dan mendiskrpsikan model apa yang dipergunakan dalam pendampingan implementasi Kurikulum 2013, (2) mendiskripsikan kegiatan analisis kebutuhan pendampingan implementasi Kurikulum 2013, (3) mendiskripsikan perumusan desain program model pendampingan implementasi Kurikulum 2013, (4) Memaknai pelaksanaan model pendampingan implementasi Kurikulum 2013, dan (5) mendiskripsikan pengendalian model pendampingan implementasi Kurikulum 2013.
Jenis penelitian ini adalah kualitatif. Pelaksanaan penelitian di MIN-2 Kumai Kabupaten Kotawaringin Barat. Informan yang dipilih adalah kepala madrasah, guru, pengawas sekolah/madrasah, guru inti, panitia pelaksana, pustakawan dan tenaga administrasi. Teknik pengumpulan data melalui wawancara, observasi dan dokumentasi dan untuk keabsahan data peneliti menggunakan triangulasi sumber dan triangulasi metode.
Hasil penelitian menunjukkan hal-hal sebagai berikut. (1) Model yang diterapkan tersebut sesuai dengan model ADDIE, yaitu model gabungan dari kegiatan menganalisis, merancang, mengembangkan, mengemplementasikan dan mengevaluasi. Sedangkan metode yang digunakan adalah metode in-service learning dan on the job learning, yakni pendampingan yang dilakukan sambil melaksanakan pekerjaan. (2) Sebelum membuat perencanaan pendampingan dilakukan kegiatan analisis dalam bentuk trining need analysis (TNA), atau analisis kebutuhan pendampingan, (3) Desain program pendampingan dilakukan mulai dengan memperhatikan hasil kegiatan analisis, kemudian merancang desain program pendampingan dalam bentuk perencanaan yakni penyusunan jadwal dan materi, penyediaan anggaran, penyedian sarana prasarana, penentuan model dan metode, serta menentukan tujuan dan pengorganisasian dalam bentuk pembentukan kepanitiaan, pendelegasian tugas dan wewenang panitia dan pendamping, menentukan dan menunjuk pendamping yang profesional, dan membuat buku petunjuk teknis dan instrumen pelaksanaan dan supervisi,. (4) Pendampingan dilakukan oleh tiga komponen yaitu pengawas, kepala sekolah/madrasah, dan guru inti dengan tugas pendampingan secara berjenjang, dan dalam pelaksanaannya terbagi dari 3 (tiga) kegiatan, in service 1, on the job learning, dan in service-2 (5) Pengendalian pelaksanaan pendampingan dilaksanakan dalam bentuk observasi, penilaian, dan supervisi oleh pengawas dan kepala madrasah, sedangkan guru inti secara khusus dan detil melakukan pengendalian terlaksananya konsultasi, modeling, choacing dan pelaksanaan pembelajaran sesuai dengan karakterisitik kurikulum 2013.

ABSTRACT

Curriculum 2013 is the latest curriculum that must be implemented as a whole until 2019, therefore it is required for each madrasah to provide assistance in order to prepare teachers and other supporting matters to be able to understand and skilled in implementing it, aside from mindset of the changing of curriculum. To guarantee the quality of assistance, we need a model and advisory method that can provide quality training.
This study aims (1) to understand and describe the model used in assisting the implementation of Curriculum 2013, (2) to describe the activity of needs assessment assistance of Curriculum 2013, (3) to describe the formulation of program design of Curriculum 2013 implementation model, (4) to interpret the implementation of Curriculum 2013, and (5) to describe the control of the implementation model of Curriculum implementation 2013.
The type of study was qualitative. This study was conducted in MIN 2 Kumai West Kotawaringin Regency. The informants in this study were headmaster of madrasah, teacher, school supervisor, core teacher, executive committee, librarian, and administration staff. Data collection techniques were through interview, observation and documentation and for data validity was used source triangulation and method triangulation
The results of the study showed that (1) the applied model is in accordance with the model of ADDIE, which is a joint model of the activities of analyzing, designing, developing, implementing, and evaluating. The method was in-service learning and on the job learning, which the assistance performed while implementing the work. (2) Prior to make the planning of assistance was done by analysis in the form of training need analysis (TNA), or the assistance needs analysis. (3) The design of assistance program was started by taking the results of analytical activity, then designing the assistance program in the form of planning the schedule and materials, provision of budgets, provision of infrastructure, determining the model and method, as well as determining objectives and organizing in the form of committees, delegating tasks, and the authority of committee and assistant, determining and appointing professional assistant, and making manual book and instruments of implementation and supervision. (4) The assistance was done by three components: supervisor, headmaster of madrasah, and core teacher with the task of assistance in stages, and the implementation was divided into three activities, in service-1, on the job learning, and in service-2. (5) Control of the assistance implementation was conducted in the form of observation, assessment, and supervision by the supervisor and headmaster of madrasah, while the core teacher in particular and detail controlled the implementation of consultation, modeling, coaching, and implementation of learning based on the characteristic of Curriculum 2013.

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