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CHAPTER I

PRELIMINARY

1.1 BACKGROUND

Education is the most important thing for development in order to improve the
dignity of a nation. Education as an effort to prepare humanswho are ready to use in
various fields of work and expertise to answer life's challenges. Education will later
have to be able to foster future generations to become human beings with strong
character, with a clear identity and with various abilities that are in accordance with the
problems faced by the nation, both current and future problems. School education is
currently regarded as the main element in the development of human resources (HR).
As stated earlier, HR is considered more valuable if it has attitudes, behaviors, insights,
abilities, expertise, and skills that are in accordance with the needs of the community or
employment in various fields and sectorsdevelopment. These HR values can be
developed through school education, both at the elementary, secondary and high levels
of education. The type of schooling education itself consists of general education and
vocational education, which one hasdifferent implications for HR development.

1.2 PURPOSE
To improve the implementation of curriculum management in high school

1.3 BENEFIT
To be more responsible and responsible for curriculum management in educational
units.

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CHAPTER II
FRAMEWORK

The school has management in a predetermined curriculum that contains various


subjects that students must learn. The curriculum is the first step in building a
curriculum when curriculum workers make decisions and take action to produce plans
that will be used by teachers and students. While planning itself is the selection of a
number of alternatives regarding the establishment of procedures for achievement, as
well as estimates of the sources that can be provided to achieve these objectives. To be
able to strive for the implementation of curriculum management in schools efforts are
needed in accordance with management functions that are reviewed from the education
system, components, dimensions, elements and criteria at the intended education level.
So that management as one of the tools in educational organizations, management
behavior is largely determined by the behavior of the personnel involved in it. Behavior
of practitioners in an educational organization, is determined through a set of rules, sets
of tasks and mechanisms that also apply to the level of education, especially applicable
regulations or with reference to applicable.
Planning is an effort to formulate what you want to achieve and how something
you want to achieve can be accomplished through the formulation of an activity plan.
The curriculum management planning process in schools must be carried out
collaboratively, meaning by including school personnel in all stages of planning. This
participation will create a feeling of belonging (sense of belonging) that can provide
encouragement to teachers and other school personnel to try to make the plan
successful. The scope of planning includes all components of education management as
mentioned earlier, namely curriculum planning, special services, community relations,
teaching-learning processes (facilities), and school administration, experiences in field
trips and others, all of which are situations learning situations that are rich in education.
Therefore the curriculum covers all the experiences that the school deliberately provides
to foster children's development by creating a teaching and learning situation.

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CHAPTER III
RESEARCH METHOD

The research conducted in this paper is using descriptive method with a


qualitative approach. The use of this approach is adjusted to the main purpose of the
research, which is to describe and analyze the implementation of curriculum
management in high school. The qualitative approach is more concerned with the aspect
of the process than the results, so based on this research will look at and analyze the
description of the implementation of curriculum management so that the data to be
collected later will be more complete and can be accounted for scientifically and more
objectively. In the use of a qualitative approach, Nasution (2010: 50) explains that this
approach:
1. Having flexibility adjusts to double things.
2. Presenting directly the nature of the relationship between researchers and
respondents.
3. Be more sensitive to the sharpening of values that qualitative researchers
encounter, observe people in their environment, interact with them and try to understand
and interpret their thoughts about their world. In descriptive method it is more
appropriate to be used to answer problems in research, with consideration in accordance
with the current situation and circumstances.
Sudrajat (2007: 120) explains that descriptive research is research that attempts
to describe symptoms and events. Moleong (2005: 165-166) suggests that the
characteristics of a qualitative research sample are: (a) the sample cannot be determined
or withdrawn first, (b) the sample selection sequentially to obtain information that has
been earlier so that it can be contested or there is a gap information, and ((c) continuous
adjustment of the sample. Initially the sample is considered the same, then the inflating
information turns out to be wider, so the sample will end if information repetition has
begun or completeness or saturation has occurred and no significant additional
information is obtained.

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CHAPTER IV
DISCUSSION

Education is the most important thing for development in order to improve the
dignity of a nation. Education as an effort to prepare humans who are ready to use in
various fields of work and expertise to answer life's challenges. Professional teachers as
surrogates for parents do not mean depriving their students of independence. The
success of a school in improving student achievement as an indicator of education
quality and education levels is highly dependent on the effectiveness of its curriculum
management. If curriculum management is already effective, the learning process will
also be effective and student achievement will also increase significantly. As a
substitute for the parents of professional teachers, it opens up more space for the
development of independence in educational institutions. If parents often lose objective
consideration of their children, a professional teacher must be objective, in which of
course there are many obstacles for students who are learning to stand alone. Education
will later have to be able to foster future generations to become human beings with
strong character, with a clear identity and with various abilities that are in accordance
with the problems facing the nation, both problemspresent and future.

The curriculum in an education system is a very important component. This is


said because the curriculum is a role model in the implementation of the teaching and
learning process. The quality of the output of the educational process is determined by
the curriculum and the effectiveness of its implementation. The curriculum must be in
accordance with the philosophy and ideals of the nation. The secondary school
curriculum is a set of learning experiences designed for high school students in an effort
to achieve educational goals. Given that secondary schools are educational institutions
that are responsible for giving students the ability to continue to higher education, this
curriculum must be understood intensively by all school personnel, especially by
principals and teachers. The implementation of curriculum management is highly
dependent on the ability of the principal to be able to play an active role in school
management by empowering all the components involved in the overall implementation
of the school. It means

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the competency of the principal in empowering the school community needs attention to
be continually improved.
The Directorate General of Basic and Secondary Education (2005: 66) argues
that: The implementation of the curriculum must be directed so that the learning process
goes well, with benchmarks for achieving goals by students. So how is the strategy so
that learning objectives can be achieved. Teachers need to be encouraged to continue to
refine the strategy, for example by implementing action studies in learning through
classroom action research.

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CHAPTER V
CONCLUSION DAN SUGGESTION

4.1 CONCLUSION

Curriculum management planning prepared by high school teachers is in


accordance with current curriculum standards (KTSP), this can be seen from curriculum
management planning starting from the development of syllabus that follows the format
of the Ministry of National Education syllabus development which includes:
identification of subjects, school levels, classes, semester, competency standards, basic
competencies, subject matter / learning, student learning experience, time allocation,
and reference sources, in addition to developing the teacher syllabus also composes the
Annual Program (Prota), Semester Program (Prosem), Learning Unit (Satpel), and
Learning Implementation Plan (RPP). Next formulate innovative learning models,
teaching aids, and learning simulations that are in accordance with the field of study
they care for. The implementation of curriculum management is carried out by high
school teachers in the form of teacher documents to carry out learning activities which
include the development of syllabus, Annual Program (Prota), Semester Program
(Prosem), Learning Unit (Satpel), and Learning Implementation Plan (RPP), besides the
implementation of curriculum management is the assignment of teachers, provision of
additional assignments, preparation of schedules, distribution of study groups, filling in
absenteeism for teachers and students, determination of extra-curricular activities,
conducting examinations and filling out report cards, as well as

4.2 Suggestion

Implementation of curriculum management activities in operational actions, so


that teachers must be active in developing skills through discussions with colleagues,
through training, upgrading or MGMP activities, because this activity is very helpful for
teachers in implementing curriculum management.

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REFERENCE

Direktorat Jenderal Pendidikan Dasar dan Menengah (2005:66)


Moleong, Lexy J., 2006. Metodologi Penelitian Kualitatif, Bandung: PT.Remaja
Rosdakarya.
Nasution, 2010. Metode Penelitian Kualitatif, Jakarta: Bumi Aksara
Siagian. Sondang. P., 2007. Fungsi-fungsi Manajerial, Jakarta: Bumi Aks