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PROCEEDING
2016 International Conference on Education and Social Science (UK-ICESS)
“Educational and Social Issues in the Changing Asia”
ISBN: 978- 602-19859 -7-7
Malang, Indonesia November 9- 10, 2016
Universitas Kanjuruhan Malang
Jl. S.Supriadi No. 48 Malang, Indonesia 65148 – Tel. (+62)341-801488 Fax. (+62)341-831532 www.unikama.ac.id www.uk-icess.org
ii PROCEE
PROCEEDINGDING
2016 Intern
2016 International Conference on Education and Social ational Conference on Education and Social Science Science (UK-ICESS)
(UK-ICESS)
“Educational and Educational and Social Issues in the Changing Asia”
IS
ISBN: BN: 978978 602--602-19859--19859-77-7-7
Revi Reviewers ewers
Prof. Dr. Sudjijono, M.Hum Prof. Dr. Laurens Kaluge Dr. Supriyanto
Umi Tursini, Ph.D Umiati Jawas, Ph.D Rusfandi, Ph.D Editors Editors
Ayu Liskinasih, M.Pd Uun Muhaji, M.Pd Dr. Permata Ika Hidayati Hena Dian Ayu, M.Si, M.Pd Cover Desi
Cover Design gn Susiati
Printed and Publ
Printed and Publisished by hed by Universitas Kanjuruhan Malang
Jl. S. Supriadi No. 48 Malang, Indonesia 65148 – Tel. (+62)341-801488; Fax. (+62)341-831532
www.unikama.ac.id; www.uk-icess.org; [email protected] First printing November 2016 ,
Copyright ©2016 by Universitas Kanjuruhan Malang
The texts of the papers in this volume were set individually by the authors or under their
supervision. Only minor corrections to the text may have been carried out by the publisher. By submitting the paper the 2016 International Conference in Education to and Social Sciences (UK-ICESS), the authors agree that they are fully responsible to obtain all the written permission to reproduce figures, tables, and text from copyrighted material.
The authors are also responsible give sufficient credit included to in the texts, figures, legends, tables. The organizer of the conference, reviewers of the papers, editors, and or the publisher of the proceedings are not responsible for any copyright infringement and the damage they may cause.
iii
PREFACE
The 2016 International Conference on Education and Social Science (UK-
ICESS) is the first international conference hosted by Universitas Kanjuruhan Malang as a part of its XLI Dies Natalis commemoration. This international conference invites all educators and researchers in the field of education and social sciences to share latest issues, research, and information in these areas.
Thus, as an important part of this academic forum, the organizing committee is pleased to present the Proceeding of 2016 International Conference on Education and Social Sciences which brings up the main theme of Educational and Social Issues in the Changing Asia.
There are 65 papers in th compilation, covering various topics around the is theme of educational and social issues in the changing Asia which were studied from vast research areas; such as economics, health, education, language, arts, technology, geography civics, and entrepreneurship. It is expected that all papers , in this proceeding will enrich our knowledge and broaden our insights of current issues, trends, research, and information in the areas of education and social sciences.
Lastly, the organizing committee would like to deliver great appreciation to writers, presenters, and all parties who have been contributing to the publication of this proceeding.
Malang, November 2016
The Committee
iv
TABLE OF CONTENT
Preface ……… i ii Table of Content ………. iv Confere
Conference Papersnce Papers
1. The Application of Cooperative Learning Model (Tutor and Tutee) in the Playing Outdoor Activities for Early Childhood
Achmadi; Aisyah……….... 1 2. Parenting Parents in Developing Character Education in Early Childhood
Aisyah; Isabella Hasiana………..………... 8 3. Looking beyond Teacher’s Classroom Management: EFL Teachers’
Pedagogical Knowledge from Different Backgrounds in Teaching Autistic Students in Different Settings
Alam Aji Putera, M. Adnan Latief, Ali Saukah, Sri Rachmajanti………..…… 15 4. Student Activities in Learning NCTM Standards with Cognitive Load
Theory Concept of Rank in Grade Vocational High School X
Arika Indah Kristiana, Suharto……… 25 5. Effect of Betel Leaves Decoctionin to Speeding Perineum Healing for
Postpartum Women in BPM Endang Sutikno Kediri
Candra Wahyuni……….. 30
6. The Importance of Entrepreneurship Education for Farmer
Darmadji……….. 36 7. Is Internal Corporate Social Responsibility Related to Employee Engagement?
Dianawati Suryaningtyas………... 46 8. Implementation of Entrepreneurial Learning Model Based on Local Wisdom
through Mind Mapping Method to Achieve the Effectiveness of Learning Endah Andayani; Lilik Sri Hariani; Suko Winarsih; Rusno……….. 54 9. Entrepreneurship Learning Model Involving the Businessman (Entrepreneur in
Residence); Implementation of Social Entrepreneurship at Ciputra University Wina Christina, Herry Purwoko, Astrid Kusumowidagdo……… 64 10. The Implementation of Social Science Inquiry Learning Strategy in Civics
Education
Hernawaty Damanik, I Nyoman S Degeng, Punaji Setyosari, I WayanDasna.. 71
v
11. Flores Local Genius on Move (Integrating both Character Education and Manggaraian Local Genius in Teaching English Speaking)
Hieronimus Canggung Darong………. 78 12. The Effectiveness of Jengah Conception to Control the Students’
Communication Anxiety in Mathematics Learning
I Made Ardana……….. 88 13. The Impact of Blended Learning towards Teaching Learning Process and
Student’s Maturity
R. Jacobus Darmanto; Agustinus Fahik……… 95 14. The Use of Google Slides to Build Students’ Collaborative Work in Reading
Comprehension Skill to Master the Report Texts
Jastman……… 103 15. Good Behaviour Game to Reduce Aggressive Behaviours on Children
Gracia Sudargo, Laura Makaria Sudargo……… 113 16. The Implementation of Curriculum 2013 on Economics by Using Scientific
Approach in SMAN Malang
Lilik Sri Hariani Endah Andayani; ………. 122 17. Students’ Perception of Interactive Multimedia Mediated Web-based Learning
Mclean HY, Isnawati……… 128 18. Building Student’s Character through Indirect Teaching in Indonesian High
Schools
Mirjam Anugerahwati………. 138 19. The Relationship between Gender, Age, and Attitude toward Mathematics
among Malaysian Gifted Students
Mohd Fadzil bin Kamarudin; Mohd Hasrul bin Kamarulzaman;
Noriah Mohd Ishak………. 143 20. The Development of Learning Model for Accounting Education Based On
Islamic Ethics in Higher Institutions
Muslichah, Evi Maria……….……… 154 21. Integrating Sustainability Education into Higher Institutions
Muslichah; Shabrina Ramadania……… 167 22. Perceptions of Novice English Teachers on Student-Centre Approach in
Teaching English
Neni Nurkhamidah; Sinta Dewi Yulianti……… 176
vi
23. What is so Difficult about Learning Science through English?
Novriani Rabeka Manafre……… 182 24. Analysis Cognitive Ability Enhancement through Cosmography
Constructivism Facilitated Media Learning Management System
Permata Ika Hidayati, Soetjipto……… 188 25. Micro-Hydro Power Plant Realia as Media to Enhance Students’
Understanding on Power Plant
Radina Anggun Nurisma, Hendrik Elvian Gayuh Prasetya, Teguh Hady
Ari Wibowo……….. 197 26. Self-Control and College Adjustment: Aspect and Measurement
Rahmah Hastuti……… 204 27. The Motivation and Performance of Health as Consequence the Welfare
Employees
Ratna Wardani……… 213 28. Connection and Mathematical Disposition toward Advanced Mathematical
Thinking in APOS Mathematics Learning
Retno Marsitin………. 221 29. An International Group Membership on Facebook and Its Effect on Giving
Feedback during Peer Review
Riza Weganofa; Henni Anggraeni; Rofi’ul Huda………. 232 30. Community Service: Empowering the Deaf
Riza Weganofa, Siti Mafulah, Fitri Anggraini………. 239 31. Critical Thinking about Education and Tax Policy in Indonesia: Study on
Cases of Tax Evasion in European Countries
Rostamaji Korniawan………. 243 32. Bilingual Concept of Cross-Linguistic Transfer: A Challenge for Contrastive
Rhetoric
Rusfandi……… 248 33. The Use of Videos to Improve Students’ Ability in Listening to Narrative
Texts
Widia Purnamasari; Sakti Nugroho……….. 255 34. The Use of Online Media to Enrich Student’s Vocabulary
Siti Mafulah, Fitri Anggraini Hariyanto……… 268
vii
35. The Development of Learning Physics Device Based on KKNI to Increase Students’ Mastery Concept and Critical Thinking
Sudi Dul Aji, Choirul Huda, Chandra Sundaygara, Muhammad Nur
Hudha………. 277 36. A Survey Study on the Independence and the Openness of the Will be
Teacher
Sudiyono; Maris Kurniawati……….. 285 37. Arts-based Responses to Cultural and Religion Identity to Inform Initial
Teacher Education
Sue Erica Smith; Ratna Suryaratri; Deasyanti Adil………. 292 38. Economic Empowerment Community to Economic Institutions Pesantren
Supriyanto……….. 300 39. Critical Thinking of the Elementary School Students in Coffee Plantation Area
Based on Math Science Exemplars Task through Performance Assessment Suratno; Dian Kurniati... 307 40. The Implementation of the Scientific Approach of Curriculum 2013 in English
Classes at Sekolah Menengah Atas Negeri 6 Malang
Surya Fajar Cahyo Nuraeni……….. 313 41. Urgency of Education Based Socioecopreneurship in Indonesia (Analysis on
Elementary Education)
Susan N H Jacobus... 324 42. Knowledge Management Model i the Achievement of Effectiveness o the n f
Organization of Private Higher Education i Malang n
Tanto Gatot Sumarsono; Abdurrabi………... 329 43. Self-Assessment of Speaking Proficiency: Students’ Criteria and Attitude
Umi Tursini………. 341 44. Managing Instruction: Leadership Practices for Instructional Improvement in
Indonesian School Reform
Umiati Jawas……….. 350 45. The Use of Creative Writing Handbook in Developing Ideas and Creativity of
English Education Department Students in Writing Class
Uun Muhaji; Irene Trisisca……… 365 46. The Analysis of Banking Systemic Risk in Indonesia
Vinus Maulina, Riril Mardiana Firdaus……… 372
viii
47. The Analysis of Banking Systemic Risk and Financial Linkages in Indonesia Vinus Maulina; Sri Wilujeng……… 382 48. Analysis of the Influence of the World's Oil Prices, Inflation, Interest Rate,
and Rupiah / US Dollar Exchange Rate on the Return of Mining Sector's Shares Registered in Indonesia Stock Exchange in 2010 2015 –
Waseso Segoro, Andri Kartika………. 390 49. Improvement of Motivation and Learning Outcomes through Assessment o f
Social Sciences Student Portofolio in State Junior High School 5 Malang
Yuli Ifana Sari Siti Halimatus Sakdiyah Hermina Mulyati Sudir, , …………. 398 50. Couched Peer Feedback: Teacher’s Intervention in Collaborative Peer
Feedback Writing Activities
Annisa Astrid……….. 404
51. The Implementation of Fanpage in Creating Positioning Product for UMKM in Jakarta And Yogyakarta
Tjipto Djuhartono, Annisaa Utami, Wening Estiningsih………. ….. 416 52. The Implementation of Bureaucracy Reform: Role of Transformational
Leadership, Organizational Culture and Employees Quality Competence as the Mediator
Christea Frisdiantara; Harinoto... 424 53. Knowledge Management and Transformational Leadership on Employees’
Performance Mediated by Organizational Culture
Harinoto... 437 54. Establishing Reading Comprehension on Report Text through the Presence
and Absence of the Text Itself
Veranika……… 448 55. Counseling Families through Parenting Positive Techniques in Dealing with
Authoritarian Parenting
Wiwit Wahyutiningsih………... 455 56. IbW Kecamatan Kedopok Kota Probolinggo
Irma Tyasari, Enike Dwi Kusumawati, Suryaningsih, HB Sujiantoro……… 461 57. Revitalising Anti Corruption Values in Economy Development as The
Learning for Pre-service Teachers
Ninik Indawati………. 466
ix
58. Innovation And Business Strategies To Enhance Firm Performance: Study of SMEs Cluster In Malang
Rita Indah Mustikowati, Iva Nurdiana Farida……… 472 59. The Development of Policy Evaluation Model of Bank Indonesia(BI) and
Otoritas Jasa Keuangan (OJK) for Mandatory Audit of BPRS
Koenta Adji Koerniawan, Irma Tyasari……….. 481 60. Community as the Actor in Empowerment: The Role of Community
Information Group of Surabaya in Building Well-informed Community
Nurul Ratna Sari……….. 487 61. The Air Flow as Function of Temperature in Rectangular Heated Chamber in
Solar Thermal Cyclone Wind Turbine Generator
Sugiono, A. Raharjo, Sujatmiko………..… 499 62. Development of Android-Based Blended Learning Accompanied with Video
Tutorials To Improve Students’ Understanding And Skill Of Computer Programming Course
Choirul Huda, Nurul Ain………. 504 63. Evaluation of Placement Policy: Correlation between Placement Test Score
and Students’ Achievement in Integrated Course
Ayu Liskinasih, Rizky Lutviana……….. 513 64. Application of Multiculturalism Based Approach to Improve Students’
Understanding in Literary Critism (Case Studies in English Literature Department of Kanjuruhan University, Malang)
Sujito………. 519 65. Financial Performance Evaluation Department of Industry, Trade, and District
in Indonesian Market Developments in Optimized SMEs
Ida Nuryana………. 527
ISBN: 978-602-19859-7-7
122
Th
The e IImpleme mplementati ntation of on of C Curriculum 2013 urriculum 2013 on Ec on Economics b onomics by Us y Using ing Scientific
Scientific Ap Appr proach i oach inn SM SMAN AN M Malang alang
LilLiliik Srk Sri Hai Harianiriani Endah Andayani; ; Endah Andayani
[email protected] [email protected]; Univers
University of ity of Kanjuruhan Kanjuruhan Malang Malang
Abst
Abstract: ract: Curriculum is one of the main pillars that affects the success of national education.
To improve the quality of education in Indonesia, the Minister of Education of Indonesia has been applying Curriculum 2013 in order to create students who have
good quality and pro-active answering the challenge of the changing era. In
implementing the teaching, teachers are charged to implement the scientific approach. Scientific approach is the kind of teaching which adopts the scientific methods in constructing the knowledge through scientific methods. The result of this research show that: 1) Implementation of Curriculum 2013 state senior high in schools in Malang has been started since the school year of 2013/2014, teachers feel there are difficulties in analyzing the relations among the passing standard of competence, main competency, and basic competence; 2) Teachers feel there are
difficulties in implementing scientific research on economics lesson because teachers are not familiar yet to implement scientific methods in a teaching as stated
in Curriculum 2013;and 3) Teachers feel there is difficulty in understanding
Economics lesson books for the lesson of Economics which is suitable with ,
Curriculum 2013 has not been designed systematically to achieve the assigned competence.
Keyword
Keywords: s: ImplemenImplementation, Ctation, Curriculumurriculum 2013, Scientific 2013, Scientific Approach Approach
INTRODUCTION INTRODUCTION
Curriculum is one of the teaching tools which has important roles in education because curriculum is a bellwether to reach the purpose of education. According to Dakir, 2004; and
Mulyasa, 2007, curriculum holds the key role in education, and it also relates with the bellwether, content and teaching process,in which these will decide the kind and qualification of graduates in any education foundations.
In a life full of competition, the need of people about quality rises too. It can becaused by the expectation of public that schools can answer and anticipate the possible challenges in the future.Hence, some schools try to implement the curriculum which is different with another school in order to improve the quality of education in their own schools.
Curriculum in Indonesia has been changes for many times, such as curriculum 1984, 1994, 2004, 2006, and 2013.These kind of curriculum changesare meant to prepare students to be more prepared to face the challenges in the future through knowledge, creativity, attitude and skills on adapting in the changeable circumstances.
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Curriculum is an important tool in guaranteeing the success of education. Without a good curriculum, it will be hard to aim the goals of the purpose and the education object. Curriculum covers two things, they are teaching plan and the implementation which will be experienced by the students in order to reach the purpose of education as expected.Curriculum also means as a package of plan and rule for the purpose, content, lesson material and also method used as the guidance of activity implementation to reach the certain education purpose (Copy of Peraturan Pemerintah RI Number 32 Year 2013). In the rule attachment of Minister of Education and Culture No.69 in 2013 briefly stated that curriculum 2013 aims to prepare Indonesian students to have the ability to live as person and as believer, productive, innovative, creative, affective, and also capable of contributing in living as people of the nation and people of the world.
Curriculum 2013 is a development from the previous curriculum, the KTSP (Kurikulum Tingkat Satuan Pendidikan). In curriculum 2013, education is emphasized to create productive,
creative, and innovative humans.According to Mulyasa (2013), curriculum 2013 has some essential things, they are:1) curriculum 2013 uses contextual approach which has natural characteristic because it starts, focuses, and gather to the nature of students to developother competencies according to their own competencies.In this case, students are the subject of learning, and the teaching process goes naturally through working and experiencing according to the certain competencies and not by transferring knowledge; 2) curriculum 2013 which has the basics of character and competence can become the basic of other skill developments. The
ability of mastering science, knowledge, and certain skills in a work, the ability to solve problems in daily life, and the development of personal aspects can be done optimally based on
the certain standard of competency; and 3) there are certain fields of study which the implementation is suitable by using competence approach, especially the one that is related with skill.
The implementation of curriculum 2013 nowadays becomes a hope for the government
and the public to make the young generations become more pious, productive, creative, innovative, affective, and capable of contributing in living as people of the nation and people of the world in a world that rapidly changes.That is why, to implement the curriculum is crucially needed the good teamwork from many aspects whether it is fromthe governors, the school staffs, or from the public.
Curriculum 2013 emphasizes on the teaching on affective aspect or the attitude change and the competence which is to be accomplished. This is a balance among attitude, skill and knowledge.It is expected that the learning can be interesting and also to develop the students‘
creativity to achieve the competence both for the knowledge competence and skill competence,
also emphasizes on the spiritual competence and social competence of students.By these methods students are not only given the knowledge but also skills and attitude shaping.
Students are expected to know only what and who but also why and how until become daily routine, for examples: being honest, discipline, responsible, and other values. The change of learning paradigm requires creativity and innovation to adjust the need of competency in the curriculum. Curriculum 2013 commands to use the scientific approach in all the learning process. The teaching by using scientific approach consist of observing, questioning, thinking, associating, and communicating(building social network). Scientific approach can also use some strategies and learning styles such as: discovery learning, inquiry learning, project based learning, and problem based learning.
In the learning of economics, the implementation by using scientific approach is aimed to improve students potencies in order to make them aware of the social problems in their circumstances, to have the positive mental towards better change, and creative in solving each problem in their life or in their people.
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METHOD
This is a qualitative descriptive research design. The subjects of this research are economics teachers in state senior high schools in Malang. The descriptive research is a different research method which tries to portray and explain the provided subjects. In general, descriptive research is conducted for the main purpose to portray correctly the systematically the fact and the characteristics of the research subject. The subject being described in this research is the implementation of curriculum 2013 by using scientific research. In this research, the researcher is the key instrument who collect the data by doing interview, observation, and spreading questionnaires. The data analysis is used by data reducing, data displaying, and data verifying.
FFINDINGINDING ANDAND DISCUSSIONDISCUSSION
Based on the result of the research it can be concluded that curriculum 2013 in state
senior high schools in Malang has been started in the school year of2013/2014, in the implementation until now some economics teachers still face difficulties in implementing curriculum 2013 because from the questionnaires result shows that 25% respondents state the
adequate difficulty in implementing this curriculum.Curriculum 2013requires all lessonsto
reach all main competencies from the first up to the fourth competencies where the main competency becomes the sign of students‘ competence achievements which is explained in the basic competency consist of spiritual attitude, social attitude, knowledge, and skill. The main competence is gained through the basic competence which will be conveyed by teachers during the lesson. To achieve that, teachers face difficulties in analyzing the relationship among the passing standard of competence, main competence, and basic competence. Teachers also find it difficult in formulating the indicator of competence accomplishment to be explained in the learning plan, especially in theindicator of main competence accomplishment 1 and main competence accomplishment 2. Based on the interview held with one teacher of economics, it can be concluded that teachers find it difficult to apply curriculum 2013 because they are not certain about the learning plan whether it is uitable with the curriculum 2013 or not. The ss problems that the teachers face in implementing curriculum 2013 are various because of the difference of teachers‘ understanding, this problem occurs because there are some teachers who have not attended the training of curriculum 2013.
There occur many problems when economics teacher apply the scientific approach. It can be known from the result of the questionnaires that 30% of respondents stated they find it difficult to implement the scientific approach in the teaching of economics. The difficulty lie on the scoring that is assumed to be difficult, the implementation of the scientific approach in the learning process, and also to motivate students to be active in the learning process.The learning
by usingscientific approach is a learning consist of observing, asking, trying or collecting, analyzing or processing, and communicating the result to get the knowledge and attitude (Hosnan, 2014). Those steps can be continued by creating something. Teachers find it difficult in implementing the scientific approach because they are not used to do scientific methods in teaching. The interview result with an economics teacher can be known that many teachers think scientific approach usually used only in science lesson. Besides, the scientific approach is a logical order of observing, asking, collecting information or trying, associating, and communicating which are realized as the only learning approach and the standardized procedure. . All of them complicating teachers in developing the learning methods. Scientific
approach by using 5M is also lack in accommodating the characteristic of lesson and competence. By guided on 5M it makes the teachers‘ creativity lack of optimal. There are some
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methods that can be used in implementing scientific approach, some of them areproblem-based learning, project-based learning and discovery learningthat consist inquiries which should be implemented. Collaborating some teaching methods can ease teachers to implement scientific approach in teaching economics.
Curriculum 2013 offers new thing in education. Scientific approach can help teachers in facing and solving any problems. It is then expected for teachers to be able preparing the generations that can think critically and have skills.Scientific approach are regulated in Permendikbud No. 65 in 2013 aboutStandard Process of Primary and High School Education.Teaching by using scientific approach is a teaching that adopts the scientific methods in constructing knowledge through scientific methods. In the implementation, there are three things: attitude, knowledge, and skill. The teaching by using scientific approach in the sphere of attitude covers the substantial transformation or teaching materials to make the students ―know why‖. The skill sphere cover the substance or teaching material to make the students ―know s s how‖. For the knowledge sphere covers substantial transformation or teaching material to make students ―know what‖.
It is expected that scientific approach will make improvement and balance between the ability to become good human (soft skills) and to become human who have the ability and knowledge to live worthy(hard skill)from having the competence aspect of attitude, skill and knowledge. Attitude competence is gained through the activity of accepting, carrying out, respecting, living, and practicing. The skill competence is gained through the activity of observing, asking, trying, thinking, presenting, and creating. Besides, the knowledge
competence is gained through the activity of memorizing, understanding, implementing, analyzing, evaluating, and creating.
In other hand, based on the interview conducted with an economics teacher who teaches in the X grade of SMA Negeri 2 Malang it can be concluded that if it is viewed from , the learning by using scientific approach the students‘ motivation will rise. They feel glad with the new learning style that urges them to be curious.
Related with the lesson book of economics, teachers find it difficult to understand it.
Due to the questionnaires result that 35% of respondents stated they feel difficult enough to
understand the economics lesson bookbecause that kind of book has not been arranged systematically to reach the set competence, the systematic of serving the economics book is also not suitable with the systematic from the main competence and basic competence too.The difficulty faced by teachers in understanding the textbooks is on synchronizing between the book published from the publisher using main competence and the basic competence set in the curriculum which make teachers guessing in the implementation. It makes teacher often face difficulty in developing the teaching.
From the problems, economics teachers have done many efforts to solve them. Some of the efforts are; 10 economics teachers always do discussion in solving problems with other teachers in the school, 2) living up the MGMP, 3) using any sources and learning mediumssuch
as Wi-Fi, LCD, computer, and library. Basically the problem in teaching economics by
implementing curriculum 2013 can be solved if teachers keep struggling to improve their knowledgeabout teaching and adjusting the material with the facilities in the school. The main competence and the basic competence that have been set in the curriculum can be developed by teachers and they can find other references that are suitable with the main competence and the
basic competence.Teachers‘ commitment in developing competencies, arranging appropriate teaching plan, and implementing the plan can help teacher to accomplish the purpose of learning economics by using scientific approach as in curriculum 2013.
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CONCLUSIONS AND SUGGESUGGESTIONS STIONS
The result of this research show: 1) Implementation of curriculum 2013 insenior high schools in Malang has been started since the school year of 2013/2014, teachers face some
difficulties in analyzing the relations amongthe passing standard of competence, main competency, and basic competence which are caused by the lack of teachers‘ understanding concerning curriculum 2013 for there are some teachers who had not attended the curriculum 2013 training; 2) Teachers feel difficult in implementing scientific approach on economics
lesson because they are not used to implement scientific methods in teaching; and 3) Economics teachers still find it difficult in understanding the economics lesson book, because that kind of book has not been arranged systematically to reach the set competence, the systematic of serving the economics book is also not suitable with the systematic from the main competence and basic competence too.
REF
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