Nama : Nurul Hikmah
Nim : TE 090389
Kelas : BI VI C
Judul
proposal penelitian: The Implementation of Educational Unit Level Curriculum
(KTSP) in English Subject at Grade VII Islamic Junior High School
A. Background
The State of
Indonesia is a developing country that needs a process to be developed, one of
the process is to educate the children of the nation. With a good education or
a true quality that can improve the intelligence of the nation. From age to age
the existing system of education curriculum Indonesia there is always a change
for the sake of educating the children of the nation. One of the new curriculum
system today is the SBC system (curriculum unit level of education). Since
rolled out in June 2006, many problems arise in the implementation of the
Education Unit Level Curriculum (SBC) is the inadequacy of human resources
capable of describing the quality of curriculum in the education unit, lack of
completeness of supporting the implementation of the curriculum, teachers do
not fully understand the curriculum as a whole, both in terms of concept and its
application in the field. These problems were
compounded by the absence of synchronization between curriculum materials
created by a number of publishers that SBC translates into many versions,
making the concentration of the students are becoming increasingly fragmented
due to having to buy the book in many versions. Moreover, the reduction in the
number of class hours as mandated by the curriculum is impacting the earnings
of teachers, because their earnings will automatically be reduced, especially
teachers.
Education is a life aspect that must be and certain walked on by every
people in the earth’s surface since birth, for the growth time and development
until reaching the maturity. It’s always along with the life of human beginning
from the humble civilization country until the high civilization country.
As one of the development country our nation is being active to do the
development especially in education aspect. The problem that’s faced by
education in our country nowadays is the quality of our education is still low
in every stage educational unit, especially elementary and secondary education.
Many kinds of efforts that have been done to increase the quality of education,
beginning from various training to increase the quality of teacher, completing
the curriculum periodically, improving the facility of education, until the
increasing of school management quality.
“Curriculum has central position in whole of the education process. It
directs all of education activities for the sake achieve it the aims of
education. In the other word that curriculum as tool to achieve the aim of
education namely forming the human that suitable with nation life philosophy
holds the necessary role in a system of education”.[1]
In striving for increasing the quality of education,
one of the efforts by changing the curriculum.[2]
Our education curriculum has happened some changing, beginning from curriculum
1968, curriculum 1975, curriculum 1984, curriculum 1994, Competence Based
Curriculum (KBK, Kurikulum Berbasis Kompetensi), and now Educational Unit Level
Curriculum (KTSP, Kurikulum Tingkat Satuan Pendidikan).
Basically the changing of curriculum should be
anticipated and understood by various sites. Because in its implementation the
curriculum as the lesson plan has strategic position in whole learning
activity, that will determine the process and the result study of students;
moreover the eductional comprehensively. School as the implementer of
education, either the headmaster, the teacher, and the other teaching staffs,
moreover the students having an interest very much and will get the impact of
each the changing of curriculum directly. Besides that, the society, parent,
the user of graduated, and the birocrat, both in center and in the region will
get the impact of the changing of curriculum.
In the framework of preparing the educational graduate to enter the
globalization era which full of challenge and uncertain, it’s needed the
arranged education based on the real necessity in field. To that importance the
government plans KTSP as the further action of the renewal Competency Based
Curriculum (KBK). It is one of the efforts of government to achieve the
superiority of society to obtain mastery of knowledge and technology like that
has been emphasized in country direction. Actually there is no the essential
difference between KBK and KTSP. The both are same a set of educational plan
which oriented to the competence and the result study of students. The
difference appears at the implementation technique. If KBK is arranged by the
central government, in this case Depdiknas (Department of National Education;
c.q. Puskur); KTSP is arranged by each educational unit level, in this case the
school itself, although still refer to the national signals of the the guidance
of arranging KTSP which is arranged by the independent agency which is called
The Educational Nation Standard Agency (BSNP).
At the beginning, the policy of our country was centralization then
changed become decentralization, which emphasize that the take of the
educational policy move from the top government to the district government,
which centered in city government and regency government. In this education
decentralization era, will be happened various and kind of curriculum in every
educational unity in each school, because each school maybe different in
developing the curriculum. Nevertheless, this difference still be guided by The
Educational Nation Standard (SNP, Standar Nasional Pendidikan/PP, Peraturan
Pemerintah No.19 Year 2005) until the package of the different curriculum will
be empty into vision, mission, and the same aim which are binded by SNP.
The Educational Nation Standard functions as the binding of KTSP which is
developed by each school and educational unity in various districts and
regions. Thus, the implementation of KTSP in each school and educational unity
will have the different colour each other, in accordance with the necessity of
each district and region; in accordance with the characteristic of each school
and educational unity; and also in accordance with condition, characteristic,
and ability of the students.
The advance of knowledge and technologies nowadays is very fast, because
of that we must prepare our selves with various skills and knowledge in other
to be able to face further challenges. In this era, English becomes the popular
language that is commonly used as a mean of communicative tool among countries,
not only in formal situation but also in daily activity. In Indonesia, it has a significant
role in spreading information. As evidence, there are a number of books,
magazine, radio, television, internet, public instruction or product guidance
using English. If we want to get information from them we must be able and
mastery of English. It is not too easy for us moreover Indonesian. It’s
happened because English is not our language. English is one of the subjects
which are examinated in National Examination (UN, Ujian Nasional); it’s
certainly get special attention from every school especially in the curriculum.
In our new education curriculum that’s KTSP, every school or educational unit
free to develop the curriculum, but the implementation binded by SNP.
In the observation of
the implementation of educational unit level curriculum (ktsp) the scripwriter
choose in Islamic Junior High School in English subject. This is because the
birocration at that school is enough friendly and easy. School.
In
addition, from the result of the first observation in Islamic Junior High
School in English Subject the scriptwriter saw that in the learning the process the students
still passive whereas in KTSP the students are demanded to be active and
creative. The indicator of passive are the students can’t see the learning
chance, ignore the chance, let everything happened, avoid from the activity.
Teacher holds the main role in class certainly will face many problems which
are not easy to implement the new curriculum. The success of learning depends
on the teacher. It’s clear that the aim KTSP is very good to increase the
quality of Indonesian Human Resourse.
Based on the explanations above the scriptwriter interested to know how
the implementation of KTSP esspecially in English subject. So, the title of
this thesis is: THE IMPLEMENTATION OF EDUCATIONAL UNIT LEVEL CURRICULUM (KTSP)
IN ENGLISH SUBJECT AT GRADE VII ISLAMIC JUNIOR HIGH SCHOOL
B.
The Formulation of Problem
Based on the background above the formulation of
problem in this research is:
1.
How does the English teacher implement the KTSP in
English subject at grade VII of Islamic Junior High School?
2.
What are the inhibiting factors in implementing the
KTSP at grade VII of Islamic Junior High School?
C.
The Limitation of Problem
The limitation of problem in this research is only
focused on the English teacher implements the KTSP in English subject and the
inhibiting factors in implementing the KTSP at grade VII of Islamic Junior High
School X in academic year 2011 /2012.
D.
The Objective of Research
The objective of
this study is:
a.
To know how the implementation of KTSP in English
subject at grade VII of Islamic Junior High School X
b.
To know the inhibiting factors in implementing the KTSP
in English subject at grade VII of Islamic
Junior High School X.
E.
The Significance of Research
a.
Giving information and understanding about the
implementation of KTSP in English subject at grade VII of Islamic Junior High
School X.
b.
Giving acknowledgment to the scriptwriter in scientific
research especially in education aspect.
F.
The Frame of Theory
1. Definition
of implementation
Implementation is a process of
applying idea, concept, wisdom, or inovation in a practis action until giving
the impact, form the change in knowledge, skill, value, and attitude.[3] In
Oxford Advance Learner’s Dictionary as quated in Mulyasa’s book said that
implementation is “put something into effect” (applying something that give
effect or impact).[4] Another
definition of Implementation is carrying out something; realization;
assemblying; applycation.[5]
The implementation of KTSP can be
defined as a process applying of idea, concept, the curriculum wisdom
(potencial curriculum) in a learning activity until the students master a set
of certain competence as the result of interaction with the environment.
Besides that the implementation of curriculum can be defined as the
actualization of written curriculm in learning form.[6]
“in some cases implementation has been identified
with instruction…”. Further explained that the implementation of curriculum
is a process of applying concept, idea, program, or the curriculum arrangement
in learning practice or new activities until occuring a change at a group of
people which is hoped to change. They also said that the implementation of
curriculum is interaction process between the facilitator as the developer of
curriculum and the students as the subject.[7]
Based on the explanation above
Mulyasa concluded that the implementation of curriculum is the
operasionalization of curriculum concept which is still have potencial
characterictic (written) become actualize in learning activity form. Thus, the
implementation of curriculum is the result translation of teacher toward the
curriculum (SK, Standar Kompetensi - KD, Kompetensi Dasar) which is spelled out
in syllaby and lesson plan (RPP, Rencana Pelaksanaan Pembelajaran) as the
written plan.[8]
The implementation of curriculum at
least influenced three factors as follow:
a.
The characteristic of curriculum; included the scope of
the new idea a curriculum and the clearness to the user in field.
b.
The strategy of implementation; namely the strategy
that used in the implementation, like in discussing profession, seminar, upgrading, workshop, supplying the
curriculum book, and the activities that support the use of curriculum in
field.
c.
The characteristic of curriculum user; included
knowledge, skill, value, the attitude of teacher toward curriculum, and his
ability to realize the curriculum (curriculum planning) in learning.[9]
Three factors that infulence the
implementation of curriculum, namely the support of the headmaster, the support
of teacher colleague, and the internal support from the teacher itself. From
the factors teacher is the determiner factor besides the other factors.[10]
In other word, the successful of the implementation of KTSP at school is
determined by teacher very much because although the facilties of the education
is good, the result of the implementation of curriculum will not satisfy if the
teacher does’nt understand and implement the task well.
2.
Definition of Curriculum
The experts in field of development
curriculum have different interpretation toward the definition of curriculum.
The term of curriculum come from Greek, namely “Curriculae”, the meaning is the
distance that must be passed through by a runner. [11]
In that time, the definition of curriculum was the time span of education that
must be passed through by student to get certificate. The popular definition is
“the curriculum of a school is all the experiences that pupils have under the
guidance of the school” i.e. the entire student’ experince at school under the
guidance of school.[12]
The definition of curriculum as
poured into UUSPN (Undang-Undang Standar Pendidikan Nasional) No.20 year of
2003 chapter 1 section 1, curriculum is a set of planning and arranging about
the aim, content, and the material of lesson and the way that’s used as the
guidance the implementation of studying activity to achieved the certain aim of
education.[13]
3.
Definition of Educational Unit Level Curriculum (KTSP)
The regional autonomy in education
field has been effected since 2001 based on the Constitution No.22 year 1999
about the regional government. The regional autonomy in this education filed
try to return the education to its owner society (region) in order to live from, by and to the society in
that region or try to be autonomous an institute or a region to take care of
itself by making efficiency of human resource that in region. The biggest
autonomy that has given in education field is about the advance of curriculum,
and then called as KTSP (Educational Unit Level Curriculum).
KTSP is operational curriculum that arranged by and
implemented in each education unity (school). Whereas the center government
only give the signs that need to be refered in the advance of curriculum,
namely: (1) The Reconcilition No. 20/303 about the National Education System;
(2) The Governmental regulation No. 19 year 2005 about the National Education
Standard; (3) The Regulation of the Minister of Education No. 23 year 2006
about Content Standard (SI, Standar Isi) to the Base and Middle Education
Unity; (4) The Regulation of the
Minister of Education No. 23 year 2006 about Graduated Competence Standard
(SKL, Standar Kompetensi Lulusan) to the Base and Middle Education Unity; (5)
The Regulation of the Minister of Education No. 24 year 2006 about the
implementation of both of The Regulation of the Minister of Education; (6) the
guidance of BSNP, Badan Standar Nasional Pendidikan (The Educational Nation
Standard Agency).[14]
KTSP is operational curriculum
that’s arranged and implemented by each educational unit/school.[15]
Another defenition of Educational unit level
curriculum is an operational curriculum designed by and implemented at each
educational unit.[16]
KTSP consists of the goal of educational unit level, the structure and the
content of educational unit level curriculum, the educational calendar, and the
syllaby. Syllaby is the lesson plan in a or a group of certain subject which
include the competence standard, the basic competence, the main
material/learning, indicator, evaluation, the time
allocation, and source/material/learning media. Syllaby is the spelling out of the competence standard and the basic competence in the main material/learning, the learning activity, and the
indicator of the competence achievement indicator to the evaluation.
KTSP is a concept that offers
autonomy at school to determine the policy of school in increasing the quality,
and efficiency of education in order to modify the desire of local society and
work out a closer cooperative among school, society, industry, and government
in forming the personal of student.[17]
The main aim of KTSP is to be autonomous and efficiency the school in
developing the competence that will be said to the students, suitable with the
environment condition.
4.
The implementation of Educational Unit Level Curriculum
(KTSP) in English Subject at SMP/MTS
KTSP is a model of developing school base curriculum
which demands the autonomous of teachers. It demands the teachers to prove
their profesionalism, they demand to develop the lesson plan (RPP) based on
based competency (KD) which can be digged and developed by the students. The
tasks of teachers do not to be exerting and supplying the students with various
knowledge, but they function as motivator, mediator, and learning
facilitator.
5.
The Implementation of Learning
The implementation of KTSP will empty to the
implementation of learning, namely how the content or messages of curriculum
(SK-KD) can be dissolved by the students exactly and optimally. Teacher must try
that the students can form their self competence based on what has been lined
in curriculum (SK-KD), as spelled out in Lesson Plan (RPP).
Generally the implementation of learning includes
three activities, namely opening activity, competence forming activity, and
closing activity.
a.
Opening
Opening is the first activity that must be done by the
teacher to begin or to open the learning. [18]The
aim this activity is to create the readyness of mentality and to atract the
attention of the students optimally, in order to concentrate fully to learn.
The efforts that can be done by teacher among others:
-
Relating the competence that has been had by the
students with the matery that will be presented.
-
Conveying the aim that will be achieved and the broad
outline of matery that will be learnt (in the certain thing, the aim can be
formulated together with the students).
-
Conveying the learning activity steps and the tasks
that must be overcomed to achieve the aim that has been formulated.
-
Using the various media and the source of learning
effectively suitable with the presented matery.
-
Asking question, both to know the students’
understanding toward the learning that has been pass and to sound out the first
ability related to the matery that will be learnt.[19]
There are many ways wchich can be done by teacher to
begin or to open the learning in the implementation of KTSP, namely:
1.
Establisment of Intimacy
In this establisment of intimacy teacher should pay
attention the individual difference and the characteristic of the students. The
aim of this activity is to condition the students that they are ready to learn
and that they recognize each other. [20]The
establisment of intimacy is very important to develop the opening attitude in
learning activity and to establish the students’ competency.
The steps that can be done in the establisment of
intimacy:
a.
In the beginning of the first meeting, teacher
introduce himself or herself to the students by giving greeting, saying name,
address, the latest education, and his or her main task at school.
b.
Teacher checks the students’ presence by calling their
names based on the presence list book.
c.
Based on the presence list book order, all of teachers
asked to introduce themselves by giving greeting, saying name, address, the
experience in daily life, the reason why they choose to learn at this school,
and their hopes toward school.[21]
2.
Pretest (the fisrt test)
Pretest is done after the establisment of intimacy
activity. It’s done before the main learning activity and establish of
competency is begun. Because of that it’s very important in the implementation
of learning.
b.
Competence Forming
The students’ competence forming is the learning main
activity, among others including the conveying of information about the main
matery or the standard matery, discussing the standard matery to form the
students’ competency, and changing the experience and opinion in discussing the
standard matery or overcoming problem that’s faced together.[22]
A competence forming can be said effective if all of
the students involved actively, either their mentality, their physic, or their
social. It’s signed by the students’ participation in managing the learning
(participative instruction, realated to their task and their responsibilty in
holding the learning program.[23]
The students’ task is study and their responsibility is including their
participating in establishing and developing the learning activity which has
been aggreed and has been decided together in arranging of program.
c.
Closing
Closing is the final activity that’s done by teacher
to end the learning. There are some activities which can be done in implemeting
KTSP, among others:
1.
Reviewing
Concluding the main matery is the activity that’s done
in reviewing. It’s done to get steady the points of matery which has been
presented. This activity can be done by the student under guiding of teacher,
or student together with teacher.
2.
Evaluating
By doing evaluation teacher can know the effectiveness
of learning and the establismnet of competence, and can know whether the basic
competence and the aims of learning has been achieved or not. It can be used to
give evaluation toward the student and also to recover the learning program.
3.
Following-up
Following-up is done after learning and the
establisment of competence by the student. It need given by teacher to get
steady at the student toward the establishment of basic competence and the
achieveness of the learning aim which has been formulated.
6.
The Principles of the Development of Educational Unit
Level Curriculum
KTSP is developed in accordance with it’s relevantion
by every group or educational unit under the coordination and the supervision
of educational official or the Department of Religious Affair office
Regency/City to the basic educational and the province to the middle
educational. The development of KTSP refers to the Content Standard (SI) and
the Graduate Competence Standard (SKL) and guided with the curriculum arrange
guidance which is arranged by BSNP, and pay attention to the consideration of
school committee. KTSP is developed based on the principles as follow:
1.
Centered to the potencial, the development, the need,
and the importance of the students and the environment.
2.
Various and integrated.
3.
Perceive toward the development of knowledge,
technology and art.
4.
Relevant with
the life need.
5.
Comprehensive and continuous.
6.
Study along the life.
7.
Balanced between the national importance and the
regional importance.
RESEARCH PROCEDURE
A. Scope
of Research
The approach in this research is descriptive
qualitative approach that explains any thing data that is field. The location
taken place at grade VII of Junior High School X in academic year 2011/2012
B. Kinds
and Sources of Data
Data is the
essential part in the research.
1. Kinds of Data
a.
Primary data, that is data is found out directly and
soon from the source of data. It can be formed information about main problem
in research. The data that will be taken form information from the interview
and observation that in connection with:
1.
The implementation of KTSP in English subject at grade
VII of Islamic Junior High School X.
2.
The inhibiting factors in implementing of KTSP in
English subject at grade VII of Islamic Junior High School X.
b.
Secondary data is the data have been collected to
support the primary data. Secondary data in this research are:
1.
Historical and geographical condition.
2.
Organization structure of Islamic Junior High School.
The condition of teachers, Administration Staffs and students of Islamic Junior
High School
3.
The facilities of Islamic Junior High School
- Sources of Data
The data source is subject where data is found[24].
The sources of data in this research are:
a.
The English teacher of Junior High School as the key
informan.
b.
The headmaster of Junior High School and the grade VII
of students of Junior High School as the supporting informan.
c.
Documentation and literatures which are related to the
study.
C. The
Research Subject
The representive concept of sample in the framework of
generalization that prevails to the population is unknown in qualitative
research.
The research subject in this research is one English
teacher as the key informan, headmaster and some of the students as the
supporting informan at grade of VII of Islamic Junior High School X The
researched subjects are taken by using the purposive random sampling technique.
D. The
Methods of Collecting Data
1. Observation
Observation consists of activities to give attention
towards a subject by using whole of sense instrument.[25]
Observation observes the object of the research directly, in order to portray
the activities or any studied as Ridwan said “Observation is doing the
observation directly to the research object to see from near the activity which
is done or the thing which is researched”.[26]
The objects of observation include:
a.
The general condition of Junior High School X.
b.
The
implementation of KTSP in English subject at grade VII of Junior High School X
2. Interview
Interview that often called oral questioner is a
dialogue done by interviewer to get information from informant.[27]
The purpose of using interview is to get information orally. The researcher do
interview to head master, English teacher and students of. Junior High School
3. Documentation
Documentation is looked for data about something or variables such as
notes, transcript, newspaper, magazine, epigraphy, notes of meeting, agenda,
legger, etc.[28] it’s
used to collect the data from the source non human.[29]
This technique
is used to know general illustration about Islamic Junior High School such as
teachers’ and students’ condition, facilities and another data that’s needed in
this research.
E. Data Analysis
Analysis is group, make an order, manifulate, and
shorten the data until easy to be read.[30]
Generally the data of qualitative in form of words statement or description
about something which is asserted in explanation form with words or writing.
The data of qualitative concerning with the identification of what is the
concerns and what is the issue.
In doing this identification there are some analyses
which need to be done, namely:
1.
Functional analysis
Function is a usage of something, usefulness.
Functional means viewed from its function; based on position.[31]
Another meaning of fuctional is practical and useful with little or no
decoration or having a practical use, not decorative.[32]
Based on the definition above functional means the usage of something viewed from its function has walked as its function. By using this analysis the
scripwriter describe how the Implemetation of KTSP in English Subject at Grade
VII of Junior High School X whether its implemenation has
walked based on its function or not.
2.
Descriptive analysis
The collected data formed words, picture, and not
numbers. All of collecteds probably be the key toward what has been researched.
It means that the research report will fill the data quatations to give the
description about the presenting report. The data can be from interview text,
field note, photo, videotape, private document, note or memo, and another
official document.
By doing descriptive analysis we can make description
systematicly, factually, and accuratly about the facts, characteristics and the
relation between phenomenon which is researched.
a.
Inductive analysis
Inductive analysis is an analysis which analyzes the
data from the specific become general. The general aim of inductive analysis
enable the research findings emerge from “general condition”, the dominat
themes and the significant which is in the data, without ignoring the emerge
things by its methodology structure.[33]
The inductive analysis is meant to help the understanding about the meaning in
the difficult data by depeloving the themes which is summarized from the rough
data.
Qualitative research uses the data analysis inductively. The inductive
data analysis is used because some reasons. First, the inductive proces more
can find the plural facts as in the data. Second, inductive analysis more can
make the relation between researcher-respondent be explisit, can be recognized,
and accountable. Third, the analysis more can elaborate the background fully
and can make the decisions about can or not the transfer at another background.
Fourth, inductive analysis more can find the together influence which sharpens
the relationships. Fifth, the analysis can account the values explicitly as the
part of analitic structure.[34]
The qualitative research try to learn a problem by the
frame of inductive thought, namely try to get conclusion about a problem which
is being learnt based on the various information which relates with the
problem.
b.
Deductive analysis
Deductive analysis is the contrary of inductive
analysis. Deductive analysis is an anlysis wchich analyze the data from the
general become the specific.
3.
Categorical analysis
Category means the arrangement of category. Category
is a mound of a group of a mound which is arranged based on thought, intuition,
opinion, or certain criteria.[35]
Another meaning of Category is process in rearranging the note from the
observation result or interview becomes systematic form. The report made in
some systematic categories.[36]
Category is the first step in analysing the data wchich divides the data on
group or categories. Some characteristics of categories in making category,
namely:
-
The category which is made must suitable with the
problem and the aim of research.
-
The category must complete (exhaustive).
-
The category must be free and separated.
-
Each category must come from one clasification norm.
-
Each category must be in one level.[37]
Besides the characteristics of categories in making
category above the following is the guidance in making category, namely:
·
Attention the regularity. Regularity means the
frequently emerge things. The frequently emerge things may be can be one
category.
·
Check systematicly.
·
The category doesn’t too wide and narrow.[38]
F.
Trianggulation
Trianggulation is a technique that’s used to test the
trustworthness of data by exploiting the things that is outside the data to
hold the filling up or as the discussant toward the collected data. It compares
and rechecks the validity of information that’s obtained by the different time
and tool in qualitative method. It can be obtained by:
1.
Distinguish the data of observation result and the data
of interview result.
2.
Compare what people say in front of public with what he
says personally.
3.
Compare what people say about the research situation
with what he says daily statement.
4.
Compare the situation and someone’s perspective with
various opinions and people’s perspective such as the common people, the middle
educated people or the high educated people, the well to do family or the governmental
people.
In this research to rechecks the validity of
information that’s obtained, the scriptwriter will use the first step, namely:
distinguishing the data of observation result and the data of interview result
which the sciptwriter will distinguish the data of observation result about the
implementation of Educational Unit Level Curriculum (KTSP) in field between the
data of interview result. The steps are by cheking the data which has been
gotten from some of sources. The sources will be the English teacher, the head
master and the students of Islamic
Junior High Schooli. The scriptwriter also use the fifth step, namely:
comparing the interview result with the content of a correlated document.
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Nazir. (2005). Metode Penelitian. Ciawi:
Ghalia Indonesia.
Sugiyono.(2012).
Metode Penelitian Pendidikan:Pendekatan kualitatif, kuantitatif, dan R &
D. Bandung: Alfabeta
[1] Joko Susilo. Kurikulum Tingkat Satuan Pendidikan. Yogyakarta: Pustaka Pelajar, 2007, page 9
[2] .Ibid., page 10
[3] E. Mulyasa. Implementasi Kurikulum Tingkat Satuan Pendidikan
Kemandirian Guru dan Kepala Sekolah. Jakarta: PT. Bumi Aksara,
2008, page 178
[4] Ibid., page 178
[5] Departemen Pendidikan dan Kebudayaan. Kamus Besar Bahasa Indonesia
Second Edition. Jakarta:
Balai Pustaka, 1991, page 374
[6] Emulyasa. loc.cit., page 178
[7] Ibid., page 179
[8] Ibid., page 179
[9] Ibid., page 179
[10] Ibid., page 180
[11] Joko Susilo, op. cit., page 77
[12] S. Nasution. Pengembangan Kurikulum. Bandung: PT.Remaja Rosda Karya, 1993, page 10
[13] Joko Susilo. op.cit. page 82
[14] Muhaimin, Sutiah, Sugeng Listyo Prabowo. Pengembangan Model
Kurikulum Tingkat Satuan Pendidikan (KTSP) pada Sekolah dan Madrasah. Jakarta: PT. Raja Grafindo
Persada, 2008, page 2
[15] Masnur Muslich. KTSP Pembelajaran Berbasis Kompetensi dan
Kontekstual. Jakarta:
PT. Bumi Aksara, 2007, page 17
[16] http://mbeproject.net/training3-2.pdf. Monday. 9
February 2009
[17] Joko Susilo. op.cit. page 12
[18] Ibid., page 181
[19] Ibid., page 181
[20] Ibid., page 182
[21] Ibid., page 183
[22] Ibid., page 183
[23] Ibid., page 183
[24] Suharsimi Arikunto. Prosedur Penelitian: Suatu pendekatan
Praktek. Jakarta:
Rineka Cipta,. 2004, page 107
[25] Ibid., page 109
[26] Ridwan. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara, 1994, page 57
[27] Suharsimi, op.
cit., 2002, page 132
[28] Ibid., page 188
[29] Syamsuddin, Vismaia S. Damaianti. Metode Penelitian Pendidikan
Bahasa. Bandung:
PT. Remaja Rosdakarya, 2006, page 108
[30] Nazir. Metode Penelitian. Ciawi: Ghalia Indonesia, 2005, page 358
[31] Umi Chulsum, Windi Novia. Kamus Besar Bahasa Indonesia. Surabaya:
Kashiko, 2006, page 230
[32] Anonym. Oxford
Advanced Learne’s Dictionary. Oxford Dictionary Press, 2005, page 630
[33] Lexy J. Moleong. Metodologi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya. 2008, page 297
[34] Ibid., page 10
[35] Ibid., page 252
[36] Rony Kountur. Metode Penelitian Untuk Penulisan Skripsi dan
Tesis. Jakarta:
Buana Printing. 2007, page 192
[37] Nazir, op. cit, page 358
[38] Rony., op. cit, page 193
[39] Mukhtar as quated in
Moleong’s book. Bimbingan Skripsi, Tesis, dan Artikel Ilmiah (Panduan
Berbasis Penelitian Kualitatif Lapangan dan Perpustakaan). Jambi: Sulthan
Thaha Press Jambi, 2004, page 84
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