Differences from K-13 Curriculum to Independent Curriculum Based on Teacher Perceptions

Desi Helen  Saputri; Diva Anisa Azzahra; Dwi Vita Sari; Elita Nur Wulan; Sifa Apriliya Putri

doi:10.47134/pgsd.v1i2.229

Authors

Desi Helen Saputri Universitas Muhammadiyah Pringsewu
Diva Anisa Azzahra Universitas Muhammadiyah Pringsewu
Dwi Vita Sari Universitas Muhammadiyah Pringsewu
Elita Nur Wulan Universitas Muhammadiyah Pringsewu
Sifa Apriliya Putri Universitas Muhammadiyah Pringsewu

DOI:

https://doi.org/10.47134/pgsd.v1i2.229

Keywords:

Curriculum Changes, K-13 to the Independent Curriculum

Abstract

The purpose of this study is to explore how teachers perceive the transition from a K-13 curriculum to an independent curriculum. The method used is a descriptive research type qualitative approach. Both students and students' parents and her 4th grade teacher in SD Negri 1 Ganjaran. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The researchers found that teachers' opinions on the 2013 curriculum changes in SD Negri 1 Ganjaran varied widely. Many teachers rated the changes from the 2013 curriculum to their own curriculum as very positive and made it easier to meet learning objectives. However, no matter how strong the idea of curriculum change is, implementation will be difficult if teachers are not adaptable or prepared. As educators, effective implementation of the curriculum within an educational institution is essential to successfully achieving educational goals.

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