ANALYSIS OF BIOLOGY TEACHER SKILL IN PREPARING AND IMPLEMENTING LESSON PLAN BASED ON CURRICULUM 2013
AT SENIOR HIGH SCHOOL IN KABUPATEN KARO
By:
Lea Christina Br Ginting SID 4103342018 Bilingual Biology Education
A THESIS
Submitted to Fulfill of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATIC AND NATURAL SCIENCE FACULTY STATE UNIVERSITY OF MEDAN
BIOGRAPHY
ACKNOWLEDGEMENT
First and foremost, the writer would like to devote the greatest thankfulness to The Almighty God Jesus Christ, for His guidance, love and blessing that He gives in her life especially in doing this thesis.
In this opportunity, she would like to expres her deepest gratitude to Prof. Dr. Herbert Sipahutar, M.S, M.Sc as her thesis supervisor for his endless precious time spared in guiding, advising and correcting the draft of the thesis until its present form. The gratitude are also expressed to Prof. Dr. Binari Manurung, M.Si, Dr. Fauziyah Harahap and Dra. Martina Restuati as her examiner for their suggestion, guidance and great inputs in the attempt to meet the requirements of the content presented in this thesis.
The writer would like also to extend her sincere thankfulness to Prof. Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty of Mathematics and Natural Science, State University of Medan, to Prof. Dr.rer.nat Binari Manurung, M.Si as Coordinator of Bilingual Program, to Drs Zulkifli Simatupang as head of Biology Departement, to Drs M. Yusuf Nasution as her academic supervisor who has guide during academic program, and to all lecturers who have taught the valuable knowledge to her. May God protect them in all activities they do.
In the process of undertaking her study, the writer wishes to express her profound and sincere gratitude to her beloved father L Ginting and mother H Br Tarigan for their everlasting love, pray, education in life, moral and financial support. Also thanks to her sister Lea Christianna Ginting who have walk together and fighting together during the study , her brother Jhon Chalvin Ginting for his, pray and support. All of writer families whoses names are not mentioned also receive her apreciation for their encouragement that has made her to finish the study.
cooperative attitude in allowing her to conduct the research in the school. Also thanks to I Perangin –angin, S.Pd Biology teacher in SMA Negeri 1 kabanjahe, Dra M br Ginting Biology teacher in SMA Negeri 2 Kabanjahe, F br Ginting Biology teacher in SMA Negeri 1 Berastagi and H Nainggolan Biology teacher in SMA Negeri 1 Tigapanah for their kindness participate and help in research.
She would like to takes this opportunity to thank to all friends in Bilingual Biology Education Program 2010, to her friend Kalawati and Evi S Ginting, to her small Group in KTB Manna Community (Dewi, Helma, Herlina, Marta , Tiara and Sist Henny Manurung), to her brothers & sisters in KK Tedissalyk Beruriah (Dolly, Sadar, Yoseph, Theo, Siska, Dian, Leusy, Kamsia, Emmy), to her SADO Fretty and Lisca, to my friends Koordinasi UKMKP UP MIPA 2014 ( Oripa, Meyta, Reni, Fretty, Dewi, RinaB, RinaR, Tahando, Hertianna, Marta, Apriani, Sulastry) and all of ministry component for their pray and support
Finally, the writers realizes that this thesis could possibly be far from being perfect, for its improvement all contructive critics are warmly appreciated. Thank you.
May God Bless us.
Medan, 7 Apri 2015 Writer
TABLE OF CONTENT
Pages
Ratification Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Table of content vi
List of Table viii
List of Figure ix
List of Appendix x
CHAPTER I INTRODUCTION
1.1.Background 1
1.2.Problem Identification 3
1.3. Problem Limitation 4
1.4.Research Question 4
1.5. Research Objectives 5
1.6. Significances of Research 5
CHAPTER II THEORETICAL REVIEW
2.1. Structure and Function of Curriculum 2013 6
2.1.1 Structure of Curriculum 2013 6
2.1.1.1. Characteristic 6
2.1.1.2. Component 7
2.1.1.3. Lesson Plan 10
2.1.2. Function of Curriculum 2013 10
2.1.2.1. Objectives 10
2.1.2.2. Evaluation 11
2.1.3. Comparaison with Preview curriculum 12
2.2. Lesson Plan 14
2.2.1. Defenition 14
2.2.2. Components 15
2.2.3. Principles of Lesson Plan Preparation 16
2.2.4. Procedure 17
2.3.Implementation of Lesson Plan 19
2.3.1. Learning Process 19
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and time of research 23
3.2. Population Sample 23
3.2.1. Population 23
3.2.2. Sample 23
3.3. Data Collection 24
3.4. Resarch Instrument 24
3.5. Standarization 26
3.6. Research Procedure 27
3.7. Data Analysis 28
CHAPTER IV RESULT & DISCUSSION
4.1 Result 30
4.1.1.Lesson Plan Preparation 30
4.1.2.Lesson Plan Implementation 31
4.2. Discussion 32
4.2.1. Lesson Plan Preparation 32
4.2.2. Lesson Plan Implementation 37
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion 41
5.2. Reccomendation 41
LIST OF TABLE
Pages Table 2.1. The Comparison of Curricuum 2013 with KTSP 13 Table 2.2. The Essential diffrent of Curriculum 2013 with KTSP 14
Table 3.1. Name of School in Kabupaten Karo. 23
Table 3.2. Student’s sample at Senior High School in Tanah Karo 24
Table 3.3. Instrument questionairre lattice of teacher skill in preparing 25
lesson plan at Senior high school in Kabupaten Karo
Table 3.4. Criteria of Teacher Skill level in Preparing Lesson Plan 29
Table 4.1. Teacher skill in preparing lesson plan 30
LIST OF APPENDIX
Pages Appendix 1. Instrumen Penilaian Persiapan Rencana Pembelajaran 45 Appendix 2. Answer tabulation from Questionnaire in Preparing Lesson Plan 47 Appendix 3. Data Calculation from Questionairre in Preparing Lesson Plan 50
Appendix 4. Lesson Plan Document Analyse 52
Appendix 5. Tabulation from Document Analysis in Preparing Lesson Plan 64 Appendix 6. Data Calculation from Documen Analysis in Preparing 67 Lesson Plan
Appendix 7. Instrumen Penilaian Pelaksanaan Pembelajaran (Guru) 69 Appendix 8. Answer Tabulation from Questionnaire in Implementing 72 Lesson Plan
Appendix 9. Data Calculation from Questionnaire in Implementing 76 Lesson Plan
Appendix 10.Tabulation from Observation in Implementing Lesson Plan 78 Appendix 11. Data Calculation from Observation in Implementing 82 Lesson Plan
Appendix 12. Instrumen Penilaian Pelaksanaan pembelajaran (Siswa ) 84 Appendix 13. Data Calculation from Students Questionnaire in 87 Implementing Lesson Plan
Appendix 14. Calculation of Standard Deviation 95
CHAPTER I INTRODUCTION
1.1 Background
In global era, we are faced with the challenge especially to takes a part in the free market globalization. The era of globalization and the freemarket resulting erractic changes and cause non-linear relationship between education and the world of work. Another challenges that we face is the development of Science, Technology and Communication which is rapidly increasing.
Education has a major role in producing human quality. Fundamental educational changes required in this era, especially educational institutions to improve and develop the national education system. An important component in the education system is the curriculum, because the curriculum is an educational component which is used as a reference. Curriculum has a strategic role and decisive in order to achieve the goals of education itself (Mida, 2013).
The failure of schools to implement Curriculum KTSP also become a reason the presence of this new curriculum (Husamah, 2013). To reorganize
curriculum, the Government making the arrangement in the standardization
system of education, as as in the Government Regulation (PP) No. 19 year 2005 on national education standards and government regulation No. 32 year 2013 on amendments to government regulation No. 19 of 2005 . In both these regulations stated that national education standards are the minimum criteria regarding the educational system throughout the territory of the unitary republic of Indonesia
Proccess standard includes planning learning which is arranging lesson plan for each lesson (Mulyasa, 2013).
According to Mida (2013), the teacher is "the key person" for successful reformation of curriculum. Teachers are those who are given the responsibility to develop and implement curriculum to evaluate achievements. The ability of teachers to develop the curriculum is also related to how the teacher lays into the learning process. Every teacher in the educational unit is obliged to draw up a complete and systematic lesson plan so that learning takes place in an interactive, inspiring, fun, challenging, motivating learners to active, and provide enough space for the students to develop initiative, creativity, and independence according to their talents, interest, as well as psychological and physical development of learners.
Curriculum 2013, teachers demanded to be more creative especially in preparing of lesson plan and implementi ng in the learning process. But in reality there are very few teachers who are like that. Teachers still do not understand to design lesson plan, to understand the concept of a scientific approach, and authentic assessment (Imas, 2013). Furthermore based on Sa'dun (2013) many teachers who does not make their own lesson plan. Lesson plan taken from other teachers. In addition, the quality of lesson plan tend to be less in accordance with the demands of curriculum 2013.
Obstacle in the development of curriculum especially on curriculum implementation is the process of socialization of the new curriculum has not hit the target (teachers, school personnel or students). The teacher is an agent directly involved in the learning process so that socialization within the curriculum changes should actually touch the teacher. Standardization through certification programs have shifted the competence to a technical matter. All issues concerning teachers will certainly hinder the understanding and implementation of the basic concepts of education that carried the new curriculum. So, it should be completed before the curriculum enacted (Mida, 2013).
regulations on the implementation of curriculum as outlined in the Ministry of Education and Culture No 81 A year 2013. Regulation includes five attachment that contains about some guidelines relating to the implementation of Curriculum 2013, namely: guideline for the Management of Curriculum Education Unit; guideline for Local Content Development; guideline for Extracurricular Activity; guideline for Learning; and guideline for Curriculum Evaluation.
Regulation of Education and Culture ministry No 81 A year 2013 states that the learning process consists of five basic learning experiences: observing, questioning, associating, experimenting and networking. Fifth learning experience should be created in learning activities.
According to Mulyasa (2013), in implementing Curriculum 2013 will be difficult in various areas because most of the teachers are not ready. Unpreparedness of teachers was not only related to the competence, but it deals with creativity, which is also caused by the slow formulation of curriculum socialization by the government. In this case, the teachers serving in rural areas would be difficult to follow new things in a short time, especially with the thematic integrative approach that takes time to understand it.
Findings indicate that the preparation and implementation of learning and evaluation have not been conducted in accordance with guidelines of Goverment regulation number 81. Some other factors that cause was insufficient time (sessions) are available, facilities and infrastructure are inadequate , teachers and students who are not yet ready to accept and implement learning curriculum (Syahril Is, 2014)
Karo, lack of socialization are the big problem that causes teacher do not understand the Curriculum 2013, its concept, the different with previous curriculum, preparing lesson plan, core standart and also the implementation of the curriculum.
Start at academic year 2013/2014, Curriculum 2013 has been implemented in grade one of Senior High School. Based on the above background, this research entitled “Analysis of Biology Teacher Skill in Preparing and Implementing Lesson Plan Based on Curriculum 2013 at Senior High School in Kabupaten Karo”
1.2. Problem Identification
Based on the background above, the researchers identified several problems as follows:
1. Lack of Socialization about the implementation of Curriculum 2013 in
Senior High School especially in Biology Subject.
2. Preparation and implementation of learning and evaluation have not been
conducted in accordance with guidelines of Goverment regulation number 81 A
3. Teachers find difficulties to formulate Lesson Plans themselves.
4. Teachers are not understand how to implement Curriculum 2013.
5. Teachers are not understand how to implement scientific method so still
using conventional teaching method
6. Insufficient time available, facilities and infrastructure are inadequate to implement curriculum 2013
1.3. Problem Limitation
processes and principles of Lesson plan development in accordance with the guidelines of curriculum 2013 development.
1.4. Research Question
In this study, the research questions are as follows:
1. How is the skill of Biology Teachers in preparing Lesson Plan at Senior
High School in Kabupaten Karo?
2. How is the suitability and the complete of the Lesson Plan content in Kabupaten Karo with Standard Process and the guidelines of Curriculum 2013 development?
3. How is the skill of Biology Teachers in implementing Lesson Plan at
Senior High School in Kabupaten Karo?
1.5. Research Objectives
This study was aimed to describe the general understanding of biology teacher in preparing and implementing Lesson plan based on curriculum 2013 in Kabupaten Karo. Specifically this study was aimed to obtain information about:
1. The skills of Biology Teachers in preparing Lesson Plan at Senior High
School in Kabupaten Karo based on Standards Process and the guidelines of Curriculum 2013 development
2. The suitability and the complete of Biology Lesson plan content at Senior
High Schools in Kabupaten Karo based on Standard Process and the guidelines of Curriculum 2013 development
3. The skill of Biology Teachers in implementing Lesson Plan at Senior High
1.6. Significances of Research
From the results of this study are expected to provide both theoretical and practical benefits to educators:
1. Theoretical significance; these results can be useful to broaden the
teachers, especially biology teacher in the preparation of lesson plan based on Curriculum 2013 in their schools.
2. Practical significance; useful as research results are expected to contribute
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1.Conclusions
Based on the result research and the discussion of teacher skill in preparing and implementing lesson plan based on curriculum 2013, then it can be concluded as follows
1. The skill of biology teacher in preparing lesson plan at senior high school in Tanah Karo was good( 80,9 %).
2. Skill of biology teacher in preparing lesson plan was very good in arrange Subject identity (100%). Skill of teacher is Good in formulating of indicator, learning goals, selecting of teaching materials,learning resources. Ability of teacher including enough category in selecting of learning media,learning scenario and assesment og learning. But still low in General information and learning models.
3. The skill of biology teacher in implementing lesson plan at senior high school in Tanah karo was low (68 %). The characteristics of curriculum 2013 implementation is scientific approach but the Aplication of scientific approach was still low (65,26%).
4. Teacher still do not apllied the learning step including Apperception and motivation to connect with previous topic and the experience of students, telling the benefit of learning, demonstrate something and delivery the competence.
5.2.Recommendation
Based on research findings outlineds in conclusion of the study, proposed some recommendtion as follow:
2. Teacher be ale to preparing leson plan with the prinsipal development of lesson plan preparation
3. Teacher can improve their ability to arrange leson plan by some activities such workshop or training
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