Elementary School Teacher Cognitive Attitude and the Change of Curriculum of Field Experience Practice Partner of Muhammadiyah University of Makassar
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 2
Abstract
The changes in curriculum in the world of education constitute a normal thing to occur and a demand for the government in order to execute those, considering the competition which is occurred in the realm of education in this global era. However, the changes in curriculum are not followed by the changes in the attitude of the teacher particularly from the aspect of cognitive so that the changes in curriculum for the teachers remain a controversy in attitude. The research used qualitative descriptive method. The location of the research was conducted and carried out in elementary school in partnership with the field experience practiced students of Muhammadiyah Makassar consisting of two locations i.e. in Makassar and Gowa Regency. Total number of informants in this research comprised 15 people, 10 teachers and 5 principals. Data collection carried out in this research was using 3 techniques namely interview, observation, and documentation. Meanwhile, the data analysis for this research was the deductive analysis. The result of the research concerning about the elementary teachers’ cognitive attitude toward the change in curriculum showed that the teachers’ cognitive attitude was affected or influenced by the changes in curriculum from KTSP to K13, In addition, there are also some differences in knowledge and understanding. Based on the differences stated earlier, it could stimulate and trigger the difference in the attitude and perception in the school environment, either in Makassar or in Gowa Regency (pro and contra) toward K13. It’s proven that, to the teachers who were pro to K13 inasmuch as those teachers were more frequently followed the training, so that they could understand, creative and open internally in each school. While, the teachers who were seldom followed the training K13 were contra toward K13, since they haven’t understood the ways to implement K13. Therefore, the success of implementing K13 among elementary teachers is largely relied on training and coaching, which applies as the executor of K13 so that whatever they acquired from the training could be applied and transferred to other teachers in each school.
Authors and Affiliations
Rosleny Babo, alimuddin Mahmud, Muh. Arifin Ahmad
Keywords
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- EP ID EP413526
- DOI 10.9790/7388-0802040814.
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