Improvement of Teacher's Professional Competency in Strengthening Learning Methods to Maximize Curriculum Implementation

Hendro Prasetyono, Agus Abdillah, Tjipto Djuhartono, Ira Pratiwi Ramdayana, Laila Desnaranti


The 2013 curriculum which has been implemented for more than 6 years in Indonesia has many problems in its application. Therefore, we need to conduct empirical research to determine the causes of the ineffective implementation of the 2013 curriculum in schools. This study involved 13 high schools and vocational high schools in the provinces of DKI Jakarta and West Java with a total of 420 students, 26 teachers and principals as respondents. The research method used a mixed parallel method. The result of the research is that the teachers already know the mechanism for implementing the 2013 curriculum because they have been involved in the curriculum preparation and received socialization from the government but nevertheless it is necessary to improve the teachers’ professional competence. Teachers in teaching still use lecture and discussion methods and also teacher-centered. In implementing the 2013 curriculum, teachers are required to use various learning methods such as project-based learning methods, presentations, problem-based learning, lecture methods, practice, inquiry learning, and discovery learning with a scientific approach that refers to student-centered concepts. As a result, the objectives of the 2013 curriculum in three core competencies including cognitive, affective, and psychomotor have not been maximally achieved.


implementation curriculum; mixed-method; professional competency; high school; learning methods


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