Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

Hanief Iqbal Saputra; Nuchron Nuchron

doi:10.21831/jpv.v9i2.24551

Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

Hanief Iqbal Saputra, Universitas Negeri Yogyakarta, Indonesia
Nuchron Nuchron, Universitas Negeri Yogyakarta, Indonesia

10.21831/jpv.v9i2.24551

Abstract

The purpose of this research is to reveal the factors that influence vocational school teachers’ readiness to implement curriculum 2013 revised edition in Cilacap regency. The factors are 1) principals’ leadership toward the teachers’ readiness, 2) the impact of teachers’ professionalism toward teachers’ readiness, 3) the impact of the teachers’ training. This research is an ex-post facto research. The method of collecting data used in this research is the mix method. The data was collected by using questioner and interview and then, analyzed by applying statistics descriptive counts mean of the percentage. To confirm the hypotheses, this study used multiple linear regression. The result of the research showed that: (1) principals’ leadership affect teachers’ readiness in the amount of 8.4%, (2) teachers’ professionalism impact the teachers’ readiness in amount of 17.7%, (3) teachers’ training impact teachers’ readiness in amount of 24.1%, and (4) principals’ leadership, professionalism, and teachers’ training simultaneously, affect teachers’ readiness and it is proved by F_calculate in the amount of 5,403 and significant value (p = 0,001 < 0,05). It meant that the whole result of the three free-variables affects the teachers’ readiness significantly in implementing curriculum 2013 revised edition at vocational school in Cilacap.

Keywords

teachers’ readines; curriculum implementation; Cilacap regency

Full Text:

FULLTEXT PDF

References

Alanazi, T. R., Khalaf, B., & Rasli, A. (2013). Overview of path-goal leadership theory. Jurnal Teknologi, 64(2), 49–53. Retrieved from https://jurnalteknologi.utm.my/index.php/jurnalteknologi/article/view/2235/1779

Alma, B. (2012). Guru profesional: Menguasai metode dan keterampilan mengajar. Jakarta: Alfabeta.

Ariff, N., Mansor, M., & Yusof, H. (2017). Preparing pre-service teacher in professionalism practice. International Journal of Academic Research in Business and Social Sciences, 7(2), 749–756. https://doi.org/10.6007/IJARBSS/v7-i2/2683

Arifin, M., & Barnawi, B. (2014). Kinerja guru profesional. Yogyakarta: Ar-Ruzz Media.

Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape province, South Africa. International Journal of Educational Development, 30(1), 83–90. Retrieved from http://hdl.handle.net/20.500.11910/4639

Barizi, A. (2009). Menjadi guru unggul. Yogyakarta: Ar Ruzz Media.

Bayrakcı, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10–22. https://doi.org/10.14221/ajte.2009v34n1.2

Coenders, F., & Verhoef, N. (2019). Lesson study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217–230. https://doi.org/10.1080/19415257.2018.1430050

Coleman, J. M., & Morales, H. (2018). Leadership. In A. Mugford & J. G. Cremades (Eds.), Sport, Exercise, and Performance Psychology (pp. 382–406). New York, NY: Routledge. https://doi.org/10.4324/9780429438851-25

Davies, B. (2004). Success and sustainability: Developing the strategically focused school. School Leadership & Management, 24(1), 11–27. https://doi.org/10.1080/1363243042000172796

Davies, B., & Brundrett, M. (2010). Developing successful leadership. Heidelberg: Springer.

Davis, E. A., & Varma, K. (2008). Supporting teachers in productive adaptation. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing coherent science education (pp. 94–122). New York, NY: Teachers College Press.

Day, C. (2000). Effective leadership and reflective practice. Reflective Practice, 1(1), 113–127. https://doi.org/10.1080/713693134

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63–82. https://doi.org/10.1016/J.LEAQUA.2013.11.004

Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers’ organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120(2), 205–231. https://doi.org/10.1086/674370

Duignan, P. (2004). Forming capable leaders: From competence to capabilities. New Zealand Journal of Education Leadership, 19(2), 5–13.

Duke, D. (1987). School leadership and instructional improvement. New York: NY: Random House.

Fullan, M. G., & Park, P. (1981). Curriculum implementation: A resource booklet. Toronto: Ontario Ministry of Education.

Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335–397. https://doi.org/10.2307/1170134

Garza Jr, E., Drysdale, L., Gurr, D., Jacobson, S., & Merchant, B. (2014). Leadership for school success: Lessons from effective principals. International Journal of Educational Management, 28(7), 798–811. https://doi.org/10.1108/IJEM-08-2013-0125

Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia - Social and Behavioral Sciences, 93, 420–425. https://doi.org/10.1016/J.SBSPRO.2013.09.214

Hsiao, H.-C., Chen, M.-N., & Yang, H.-S. (2008). Leadership of vocational high school principals in curriculum reform: A case study in Taiwan. International Journal of Educational Development, 28(6), 669–686. https://doi.org/10.1016/J.IJEDUDEV.2007.12.002

Information Resources Management Association. (2018). Teacher training and professional development: Concepts, methodologies, tools, and applications. Hershey, PA: IGI Global.

International Labour Organization. (2012). Handbook of good human resource practices in the teaching profession (8th ed.). Boston, MA: Pearson.

Jacobson, S., & Bezzina, C. (2008). The effects of leadership on student academic/affective achievement. In G. Crow, J. Lumby, & P. Pashiardis (Eds.), The international handbook on the preparation and development of school leaders (pp. 80–102). Thousand Oaks, CA: Sage Publications.

Katuuk, D. A. (2014). Manajemen implementasi kurikulum: Strategi penguatan implementasi Kurikulum 2013. Jurnal Cakrawala Pendidikan, 1(1), 13–26. https://doi.org/10.21831/cp.v1i1.1858

Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32. https://doi.org/10.1002/sce.20240

Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23. https://doi.org/10.1016/j.tate.2008.06.001

Lembaga Penjaminan Mutu Pendidikan (Institute for Educational Quality Assurance). (2016). Laporan peta mutu pendidikan Kabupaten Cilacap Provinsi Jawa Tengah berbasis SNP tahun 2016 (IEQA).

Liaw, E.-C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25(1), 176–180. https://doi.org/10.1016/J.TATE.2008.08.005

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Madison, WI: National Institute for Science Education.

Lynch, J. A. (1937). Teacher training. Peabody Journal of Education, 15(3), 113–118. Retrieved from https://www.jstor.org/stable/1488320

Majid, N. A., Jelas, Z. M., & Rahman, S. (2010). Communication skills and work motivation amongst expert teachers. Procedia - Social and Behavioral Sciences, 7, 565–567. https://doi.org/10.1016/J.SBSPRO.2010.10.075

Mallon, M. (2017). Leadership development. Public Services Quarterly, 13(2), 90–97. https://doi.org/10.1080/15228959.2017.1302391

Mappalotteng, A. M. (2014). Improving vocational teacher professionalism through lesson study. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(6), 11–14. Retrieved from http://www.iosrjournals.org/iosr-jrme/papers/Vol-4 Issue-6/Version-1/C04611114.pdf

Miller, J. P., & Seller, W. (1985). Curriculum perspectives and practice. New York, NY: Longman.

Miller, R. (2008). Leadership: Theory and practice. In S. F. Davis & W. Buskist (Eds.), 21st century psychology: A reference handbook (vol. 2, pp. II-152-II–163). Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781412956321.n68

Mulyasa, E. (2017). Pengembangan dan implementasi Kurikulum 2013 (10th ed.). Bandung: Rosdakarya.

Ng, S., & Szeto, S. E. (2016). Preparing school leaders. Educational Management Administration & Leadership, 44(4), 540–557. https://doi.org/10.1177/1741143214564766

Nielsen, S. (2010). Vocational education and training teacher training. International Encyclopedia of Education, 503–512. https://doi.org/10.1016/B978-0-08-044894-7.00808-3

Nze, J. S. B., & Ginestié, J. (2012). Technical and vocational teaching and training in Gabon: How future teachers build their vocational identity? International Journal of Technology and Design Education, 22(3), 399–416. https://doi.org/10.1007/s10798-010-9143-3

Oliva, P. F. (2004). Developing the curriculum. Scott, Foresman and Company. Glenview, IL: Scott, Foresman and Company.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609

Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing teachers’ curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751–777. https://doi.org/10.1080/00220272.2014.921841

Pillen, M. T., Den Brok, P. J., & Beijaard, D. (2013). Profiles and change in beginning teachers’ professional identity tensions. Teaching and Teacher Education, 34, 86–97. https://doi.org/10.1016/J.TATE.2013.04.003

Polatcan, M., & Titrek, O. (2014). The relationship between leadership behaviors of school principals and their organizational cynicism attitudes. Procedia - Social and Behavioral Sciences, 141, 1291–1303. https://doi.org/10.1016/J.SBSPRO.2014.05.222

Powell, J. C., & Anderson, R. D. (2002). Changing teachers’ practice: Curriculum materials and science education reform in the USA. Studies in Science Education, 37(1), 107–135. https://doi.org/10.1080/03057260208560179

Priansa, D. J., & Somad, R. (2014). Manajemen supervisi & kepemimpinan kepala sekolah. Bandung: Alfabeta.

Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883–907. https://doi.org/10.1002/tea.20180

Sari, E. R. (2012). Online learning community: A case study of teacher professional development in Indonesia. Intercultural Education, 23(1), 63–72. https://doi.org/10.1080/14675986.2012.664755

Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD. https://doi.org/10.1787/9789264174559-en

Serdenciuc, N. L. (2013). Competency-based education – Implications on teachers’ training. Procedia - Social and Behavioral Sciences, 76, 754–758. https://doi.org/10.1016/J.SBSPRO.2013.04.200

Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296–313. https://doi.org/10.1016/J.TATE.2016.12.017

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

Sinha, S., Gray, S., Hmelo-Silver, C. E., Jordan, R., Honwad, S., Eberbach, C., … Goel, A. (2010). Appropriating conceptual representations: A case of transfer in a middle school science teacher. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 834–841). Chicago, IL: International Society of the Learning Sciences.

Sintawati, F. R. D. A. I., Joebagio, H., & Agung, L. (2017). The effectiveness of SAT (Self-Assessment Teacher) application to improve teachers’ professionalism. In Proceeding of International Conference on Art, Language, and Culture (pp. 136–152). Surakarta: Pascasarjana Universitas Sebelas Maret. Retrieved from https://jurnal.uns.ac.id/icalc/article/view/16078

Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum: A project of the American Educational Research Association (pp. 402–35). New York, NY: Simon & Schuster Macmillan.

Sudira, P. (2016). TVET abad XXI - Filosofi, teori, konsep, dan strategi pembelajaran vokasional. Yogyakarta: UNY Press.

Suherman, A., & Saondi, O. (2010). Etika profesi keguruan. Bandung: PT. Refika Aditama.

Sumali, S. (2016). The effect of school based management to teacher professionalism of senior high school in Central Lampung. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 6(2), 195–199.

Sundayana, W. (2015). Readiness and competence of senior high school English teachers to implement Curriculum 2013. Indonesian Journal of Applied Linguistics, 5(1), 29–36. https://doi.org/10.17509/ijal.v5i1.828

Suyanto, S. (2017). A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness. In AIP Conference Proceedings (Vol. 1868, p. 100008). AIP Publishing LLC. https://doi.org/10.1063/1.4995218

Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3(2), 25–42. https://doi.org/10.5430/jct.v3n2p25

Taylor, M., Yates, A., Meyer, L. H., & Kinsella, P. (2011). Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27(1), 85–94. https://doi.org/10.1016/J.TATE.2010.07.005

Thompson, J. F. (1973). Foundation of vocational education social and philosophical concepts. Madison, NJ: Prentice-Hall.

Ulrich, D., & Smallwood, N. (2012). What is leadership? In W. Mobley, Y. Wang, & M. Li (Eds.), Advances in global leadership (vol. 7, pp. 9–36). Bingley: Emerald Group Publishing Limited. https://doi.org/10.1108/S1535-1203(2012)0000007005

Vlok, A. (2012). A leadership competency profile for innovation leaders in a science-based research and innovation organization in South Africa. Procedia - Social and Behavioral Sciences, 41, 209–226. https://doi.org/10.1016/J.SBSPRO.2012.04.025

Wahjosumidjo. (2010). Kepemimpinan kepala sekolah: Tinjauan teoritik dan permasalahnnya. Jakarta: PT. Raja Grafindo Persada.

Wahjosumidjo. (2011). Manajemen motivasi kerja. Jakarta: PT. Bumi Aksara.

Wulandari, A. R. (2009). Meningkatkan profesionalitas guru. Perspektif Ilmu Pendidikan, 20(XI), 75–82. https://doi.org/10.21009/PIP.202.8

Zais, R. S. (1976). Curriculum, principles and foundations. New York, NY: Harper & Row.

Zhu, X., Ennis, C. D., & Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education & Sport Pedagogy, 16(1), 83–99. https://doi.org/10.1080/17408981003712802

DOI: https://doi.org/10.21831/jpv.v9i2.24551