JTLEE

Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print): 2615-4528
Vol. 2 No. 2 August 2019 ISSN (Online) : 2622-3023

©All rights reserved DOI: http://dx.doi.org/10.33578/jtlee.v2i2.7719
Printed in Indonesia
Implementation of Standard of Graduate Competence in The

Curriculum 2013 in Elementary Schools
Ndaru Mukti Oktaviani1*, Isnaini Wulandari1

1
Primary Education, Faculty of Teacher Training and Education, Kuningan University, Jakarta, Indonesia
*
ndaru.mukti.oktaviani@uniku.ac.id
Received: 26 July 2019 Revised: 05 August 2019 Accepted: 07 August 2019
Abstract
Government certainty related to curriculum development from KTSP to Curriculum 2013 raises a
new challenge for teachers. Implementation Curriculum 2013 in elementary schools still faced
significant problems where based on the focus group discussion results with elementary school
teachers in the Kuningan area of West Java, it was known that teachers still had difficulty
implementing thematic-integrative with connecting the material with other material. Purpose of
this study is 1) describes the problems faced by elementary school teachers for the standard of
graduate competence in the implementation of the Curriculum 2013 in elementary schools, 2)
describes the factors that cause problems standard of graduate competence in the
implementation of Curriculum 2013in elementary schools. The research method used in this
study is descriptive qualitative. The research design used descriptive steps of a case study. The
research subjects were teachers and students in elementary school at SDN 1 Manis Lor,
Jalaksana District, SDN 1 Purwawinangun, Kuningan District and SDN Dukuhdalem, Japara
District, Kuningan Regency. Data collection techniques are used using observation, interviews
and documentation studies. Data analysis used refers to the analysis of qualitative research
data.
Keywords: standard of graduate competence, curriculum 2013, elementary school
1. INTRODUCTION We must remember that intelligence is

Quality education is the right of every not enough. Intelligence plus character-
citizen. One of the efforts to renew and that is the goal of true education (King,
improve the quality of education carried 1947).
out by the government is through the Government certainty related to
implementation of the curriculum 2013 curriculum development from KTSP to
which is an improvement of the Curriculum 2013 raises a new challenge
curriculum KTSP that has been running for teachers.The concept of Learning in
before. One of the reasons for the Curriculum 2013 uses thematic
Curriculum 2013 is the young generation integrative, scientific approaches, and
needs to be prepared in the also authentic assessments (Ningrum
competencies of attitudes, skills and &Sobri, 2015). Thematic-integrative
knowledge (Kustijono & Wiwin, 2014). according to (Okoro & Okoro, 2016)is
N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

Page | 126
”Thematic approach is the way of obstacles where based on the focus

teaching and learning where many areas group discussion results with elementary
of the curriculum are connected together school teachers in the Kuningan area of
and integrated within a theme thematic West Java, it was known that teachers
approach to instruction is a powerful tool still had difficulty implementing thematic-
for integrating the curriculum and integrative with connecting material with
eliminating isolated and reductionist other material. Changes in the four
nature of teaching it allows learning to important elements of national education
be more natural than then fragmented standards in the curriculum 2013 such as
nature of the school activities”. Actually, standard of graduate competence,
thematic-integrative learning models content standards, process standards
have also been introduced to the and assessment standards are often
previous curriculum. cause problems for teachers.
Various way made by the government Particularlyin standard of graduate
before the curriculum 2013 have been competencethat used in developing
implemented. One of them is through others national education
curriculum 2013 training.Training to standards.Therefore, it is important to
implementation of curriculum that has conduct research on the implementation
been changes and is updated for of standard f graduate competence in the
teachers is a necessity, because the curriculum 2013 in elementary schools to
change and updating of documents such find out the detailed problems in the
as the Curriculum 2013 requires a implementation of the curriculum 2013,
comprehensive understanding of which factors influence the problem of
curriculum implementing stakeholders, implementation standard of graduate
such as teachers, principals, supervisors, competence in the curriculum 2013 in
and education quality assurance in the elementary schools.
field (Sutjipto, 2016). Those things are
done by the government of course 2. LITERATURE REVIEW
intended that when the curriculum was The education process is always
implemented in 2013 it does not have dynamic in the implementation.One of
the constraints and obstacles that are the components of learning is important
important for teachers as implementers to note is learning. The learning process
in the field. Because the key to the involves an element of the curriculum.
success of this curriculum is also The curriculum is not just a list of subject
influenced by teachers' perceptions of matter to be transferred to a child, but a
barriers and support the implementation plan or scenario provides the widest
of Curriculum 2013 (Krissandi & space for each child to develop existing
Rusmawan, 2015). potential in themselves (BKLM, 2016). In
Implementationof Curriculum 2013 in this condition we are assuming that
elementary schools still faced significant curriculum, given its essential role in the

Page | 127
provision of quality learning for all 5) the ability to try to be understanding

children and young people, and in and tolerant of different views, 6) the
articulating and supporting education ability to live in the community
that is relevant to holistic development, globalizing, 7) Having a broad interest in
is critical in the realization of Sustainable life, 8) Having readiness to work, 9)
Development Goal (UNESCO, 2016). Having intelligence in accordance with
Curriculum 2013 is the development their talents / interests and, 10) Having a
and refinement of the previous sense of responsibility towards the
curriculum to respond to various internal environment. Each competency to be
and external challenges (Kustijono & achieved in the curriculum in 2013 is the
Wiwin, 2014). The significant matter that soft skills and hard skills that are useful
changed in Curriculum 2013 is the new for students facing challenges in the
approach that should be applied, namely future.
the thematic approach (Retnawati et al., Device Curriculum 2013 (both before
2017). The aim of learning in the and after the change) includes several
curriculum 2013 includes the documents, which consist of: 1) Standard
development of the fields of attitudes, Competency, 2) Framework for
knowledge, and skills that are elaborated Curriculum, 3) Curriculum Structure, 4)
for each education unit (regulation of the Syllabus, 5) lesson plan, 6) Manual, and
minister education and culture No 54 in 7) Textbooks (Sutjipto, 2016). In further,
2013). In the implementation of the there are four elements that change in
curriculum 2013 students are expected to the curriculum 2013, is standard of
be able to independently improve and graduate competence, content
use their knowledge, study, analyze, and standards, process standards and
personalize the values of character and assessment standards. The regulation of
noble character so that it manifests in Minister of Education and Culture No. 20
daily behaviour (Saputri & Mawardi, in 2016 states that the criteria regarding
2017). So that the main purpose of the the qualifications of graduates' abilities
curriculum 2013 is to developt of a include attitudes, knowledge, and skills.
balanced domain of attitudes, knowledge Furthermore regulation of Minister of
and skills in students. Education and Culture No. 21 in 2016
The reason for the development of state about the Content Standard was
the KTSP to curriculum 2013 is related to developed to determine the criteria of
the competencies to be achieved scope and level of competency that are
according tominister of education and in accordance with standard of graduate
culture (Kemendikbud, 2014) is: 1) The competence which are formulated in
ability to communicate, 2) the ability to Graduates' Competency Standards,
think clearly and critically, 3) Ability to namely attitudes, knowledge, and skills.
consider the moral aspect of a problem, Acording to the regulation of Minister
4) Ability to become responsible citizens, of Education and Culture No. 22 in 2016

Page | 128
state about process standard is a interviews and observations.

criterion regarding the implementation of Interviews were conducted with
learning in educational units to achieve teachers and students randomly
standard of graduate competence. selected, while observations were
Acording to the regulation of Minister of made by observing the process of
Education and Culture No. 23 in 2016 learning activities in the classroom.
state about the education assessment b. To obtain data on SKL on the
standard is a criterion regarding the knowledge domain in the
scope, objectives, benefits, principles, implementation of the curriculum
mechanisms, procedures, and 2013, the data sources are teachers
instruments for evaluating student and students. Data collection
learning outcomes that are used as a techniques used were interviews and
basis in evaluating student learning observations. Interviews were
outcomes in primary and secondary conducted with teachers and
education. So we can assume if standard students randomly selected, while
of graduate competenceis that used in observations were made by
developing others national education observing the process of learning
standards. activities in the classroom.
c. To obtain data on SKL in the domain
3. METHODS of skills in the implementation of the
The research method that used in this curriculum 2013, the data sources
study is descriptive qualitative. The are teachers and students. Data
research design used descriptive steps of collection techniques used were
case study. The research subjects were interviews and observations.
teachers and students in elementary Interviews were conducted with
school at SDN 1 ManisLor, Jalaksana teachers and students randomly
District, SDN 1 Purwawinangun, selected, while observations were
Kuningan District and SDN Dukuhdalem, made by observing the process of
Japara District, Kuningan Regency. Data learning activities in the classroom.
collection techniques are used using Data analysis used refers to the
observation, interviews and analysis of qualitative research data,
documentation studies. following the concepts given by Miles,
In this study the data sources and data Huberman and Spradley according to
collection techniques used are as the schema presented in figure 1.
follows:
a. To get data on SKL in the attitude
domain in the implementation of the
curriculum 2013, the data sources
are teachers and students. Data
collection techniques used were

Page | 129
asking the same questions to

different sources, in this case the
teacher and students are randomly
selected. Time triangulation means
that data collection is done on
various occasions.
d. Peer discussions are conducted by
discussing the results of the research
that are still temporary in nature
with fellow elementary education
Figure 1. The scheme of data analysis lecturers who teach curriculum
courses.
The schema above illustrates that the e. Analysis of negative cases are cases
activity in the analysis of qualitative data that do not conform or differ from
was conducted in an interactive and the results of the study until at a
takes place continuously at every stage certain momen.
of research so as to completion, and the f. Member check. In this case the
data until saturated. member checks carried out by
Testing the credibility of the data in discussing the findings of the study
this study was carried out are as with the data source is a teache.
follows:
a. extension of observation. Extension 4. RESULTS
of observations is carried out until Student graduation criteria formulated
the data obtained is considered in SKL (Standards of Graduate
adequate and credible. Competence) is a component part of the
b. increase perseverance. Increasing National Education Standards. Regulation
perseverance means making of the Minister of Education and Culture
observations more deeply, carefully No. 20 in 2016 states that the criteria
and continuously. The credibility of regarding the qualifications of graduates
the testing done by researchers to capabilities that include attitudes,
read all notes carefully research knowledge, and skills. Standards of
results, so that it can be known competence Graduates are used in
faults and shortcomings. developing the other seven Education
c. Triangulation is done by triangulating National Standards.
techniques, data sources and time. On the Regulation of the Minister of
Triangulation technique is done by Education and Culture No. 20 in 2016
asking the same thing with different declared in more detail about the
techniques, namely by interviewing, competencies that must be mastered by
observing and documenting. Source the learner as follows
triangulation, which is done by

Page | 130
a). Attitude dimension and dress undisciplined" (MTInterview:

Having behaviors that reflect the May 11, 2019).
attitude of believers, and fear God, The results of the interview above
character, honest and caring, were also conveyed by the subjects EM,
responsible, true lifelong learners, and SH and RH who experienced similar
physically and mentally healthy in conditions where students tended not to
accordance with the development of show personal character but instead
children in the family, school, community showed a rude attitude, not showing
and surrounding natural environment. manners. This is certainly a challenge in
nation and state. the implementation of the curriculum
b). Knowledge Dimension 2013 which is expected to be able to
Having factual, conceptual, improve the dimensions of attitudes
procedural, and basic levels of towards students compared to the
knowledge with regard to science, previous curriculum. In addition to
technology, art, and culture is able to link character problems, caring attitude is
the above knowledge in the context of also a note for elementary school
self, family, school, society and the students in implementing the curriculum
surrounding natural environment, nation 2013.
and state. This is evidenced by the results of
c). Skill Dimensions interviews on DS subjects who stated as
Have skills to think and act creatively, follows "children are accustomed to
productively, critically, independently, playing gadgets, they do not care about
collaboratively and communicatively social relations" (DS Interview, 21 May
through a scientific approach that is 2019). The subject DS statement
relevant to the assignment given. illustrates that the implementation of the
Graduation standards on the presence of technology becomes a
dimensions of attitude in the problem in achieving the dimensions of
implementation of the curriculum 2013 in attitudes that are in accordance with the
primary schools in can be said is often desired SKL in the curriculum 2013. This
not achieved this is reinforced by the is due to students who have not been
results of the study subjects Interview able to use technology on a positive side,
with AK, DS, ES, SH, RH MT and EM. The the technology that is present raises
most visible thing is the achievement of ignorance and making students less
the dimensions of attitude in character, concerned about the environment.
honesty, and caring. This is evidenced by In the attitude of faith and fear of
the results of the interview in MT on May God which is more emphasized on how
11, 2019 as follows: "the students' students practice religion according to
attitudes are often less well as the rich their trust is also not spared from the
behave adult unnatural, coarse speech problem. Subjects ES, SH, RH stated in
the results of the interview as follows:

Page | 131
"But there are problems, if the student RH, NR and AK. SKL on the dimension of
must prayer together in the school they knowledge is measured using KKM in its
immediately run home first, sometimes implementation in elementary schools.
they lying also do not bring equipment The aspect of knowledge is especially
for praying (RH Interview, May 20, often a problem for teachers in
2019). The results of this interview were implementing the curriculum 2013. This
also experienced by subjects ES as well can be evidenced by the results of
as the SH, the two classroom teachers interviews with the subjects EM stating
felt that the question of carrying out that "virtually no instance cognitive
worship in accordance with the trust was assessment results of students is still
still a note for students. The three low, while there is a command school
subjects both ES, SH and RH conveyed must pass the KKM, so Itry to improve
further that the problem in achieving the the result with additional assignments
dimensions of attitude, especially in the (EM Interview: 10 May 2019). The results
aspect of faith and caution in God of this interview illustrate that in
Almighty, is dishonesty of students which achieving SKL the dimensions of
is difficult for teachers to measure other knowledge, student are still classified as
than the time span in controlling changes not yet capable.
in attitudes. KKM as a graduation reference in the
In general, teachers feel difficult in SKL dimension of knowledge itself is
achieving SKL attitude dimension in every considered to burden the teacher. This
aspect conveyed in the period to observe was revealed by subject ES in the results
the attitude change either use a rubric or of the interview as follows: "the
observation in dealing with learners government suppresses the KKM system
directly and honesty of the students in which in my opinion is burdensome for
answering any questions about their daily teachers (EM Interview, May 20, 2019).
activities. This has become a statement Furthermore,subjects EM explained that
for teachers that if you want SKL on the with the KKM system the teacher felt
dimension of attitude is achieved then a required to graduate students according
teacher should be emphasized to work to the scores listed in the KKM even
24 hours non-stop, but of course it was though it was not necessarily achievable
difficult. So that most of the subjects by students.
complained about the time being too The KKM problem was also stated by
short and the honesty of students in subjects SH as follows: "teachers are
achieving SKL on the dimensions of demanded by the government by
attitude providing KKM values. This is for me
The graduation standard on the undesirable to students who have good
knowledge dimension in elementary cognitive aspects and benefit students
school students also still faces problems who are cognitively inadequate (SH
as expressed by subjects EM, ES, SH, Interview, May 20, 2019). The statement

Page | 132
of subject SH when asked more was difficult for them to convey knowledge in
based on the subject's feeling that the form of factual and conceptual to the
students who did not graduate were out students. Besides that the problem is a
of place because the curriculum 2013 minimum limit of KKM as standard
system had to pass the KKM. The dimensions of knowledge in the
subjects SH also revealed that in order to implementation is not balanced by a
achieve the KKM some teachers more in-depth analysis for learners. Most
ultimately provided additional hours of of the subjects stated that the concern
learning. This is also done by subjects caused by students being forced to
EM, RH, and ES. graduate in accordance with KKM was
Another problem that is considered to that students were not mature at the
be the cause of not achieving the SKL next level, especially in the knowledge
dimension of knowledge is optimally dimension because basically they were
about the material that will support not eligible to graduate but still
conceptual and factual knowledge which graduated according to KKM.
is considered by the research subjects to The next graduation standard is on
be very lacking. This is clearly expressed the dimensions of skills related to
through the results of interviews with thinking and acting skills. In general, the
subjects AK as follows: "the theoretical teacher said that in implementing the
constraints or the material displayed in SKL on the skills dimension in the
the curricula are too shallow and few" curriculum 2013 there were still have
(AK Interview, May 20, 2019). some problems. The first obstacle faced
Statement subjects AK is also similar is the disproportionate ability of students
to subject AN, DS, IF, MT, EM, NR, ES, to become a problem for the subject of
SH, and RH, or in other words all the teacher in achieving graduation
subjects provide information similar to criteria in the SKL dimension of skill. This
the subject AK that the material of the was revealed by subjects ES in the
curriculum 2013 was considered too interview as follows: "For example, in
shallow make it difficult for teachers to sub-theme 1 there is something about
reach the SKL dimension of knowledge coloring, drawing neatly, the child A
optimally. In further all subjects admit might color it poorly but he better draw it
they still use the material as a reference and converselyto the other students (ES
in implementing the curriculum to Interview, May 20, 2019). This is also
facilitate their learning in achieve SKL expressed by the subjects SH and
dimensions of knowledge, especially RH.The subjects SH and RH suggested
regarding conceptual and factual theory. that often they felt confused which one
So in the general problems faced by should be developed in terms of skills if
the subject of teachers in achieving the basically the subjects wanted to develop
SKL dimension of knowledge are related students' abilities optimally rather than
to material that is too shallow, making it forcing students to master other skills

Page | 133
competencies contained in the curriculum extent these ideas can be put into
2013 skills material that could not be practice and where are the weak points.
mastered well by students. so that improvement is not impossible in
In addition to the problems above the a curriculum for the advancement of
overall subject matter AK, AN, DS, IF, education. Based on the result of
MT, EM, NR, ES, SH, and RH revealed research, it can be concluded:
that what makes it more difficult to a. The problems that involved in
achieve SKL on the dimensions of skills is Standard of Graduate Competence
the limited facilities and infrastructures. dimension of attitude are the time
This is clearly expressed by subjects AK span to achieve its, and the honesty
in interviews as follows: "There has not of the student’s.
been reached an achievement on SKL b. The problems that involved in
Skills , this is due to the lack of facilities Standard of Graduate Competence
that I need to teach about skills" (AK dimension of knowledge are the
Interview, 20 May 2019). This statement shallowness of subject material,the
is similar to the statements of other aspect of conceptual and factual that
subjects. The subject of the teacher included in Standard of Graduate
cannot do enough in dealing with this Competence dimension knowledge is
condition because when they try to talk not been fullfilled yet.
about the limitations of facilities and c. The problems that involved in
infrastructure in the event that one of Standard of Graduate Competence
the parents does not agree, the media is dimensionof skillis the availability of
usually exposed. So the subject of the facilities and infrastructure to achieve
teacher feels cornered through the news. Standard of Graduate Competence in
dimension of skill.
5. DISCUSSION AND CONCLUSION
Based on the results of the research REFERENCES
discussion it can be seen that in the BKLM. (2016). Empat Perbaikan
implementation of the curriculum 2013 Kurikulum 2013. Jendela, Media
especially in Standard of Graduate Komunikasi dan Inspirasi
Competence there are still many Pendidikan dan Kebudayaan, 3, 6-
obstacles. In basically all of these 15.
obstacles have been realized by the Kebudayaan, K. P. (2016). Empat
government when first applied nationally Perbaikan Kurikulum 2013.
in 2014 the 2013 curriculum created Jendela, Media Komunikasi dan
many problems. The most obvious is Inspirasi, Pendidikan dan
rush. However, it must be recognized Kebudayaan, 3, 6-15.
that the idea of the Curriculum 2013 is Kemendikbud. (2014). Konsep dan
good. However, no matter how good the Implementasi Kurikulum 2013,
ideas must be tested in the field, to what Paparan Wakil Menteri Pendidikan

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Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print): 2615-4528

Vol. 2 No. 2 August 2019 ISSN (Online) : 2622-3023

Implementation of Standard of Graduate Competence in The

Ndaru Mukti Oktaviani1*, Isnaini Wulandari1

Received: 26 July 2019 Revised: 05 August 2019 Accepted: 07 August 2019

Keywords: standard of graduate competence, curriculum 2013, elementary school

1. INTRODUCTION We must remember that intelligence is

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

”Thematic approach is the way of obstacles where based on the focus

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

provision of quality learning for all 5) the ability to try to be understanding

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

state about process standard is a interviews and observations.

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

asking the same questions to

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

a). Attitude dimension and dress undisciplined" (MTInterview:

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

dan Kebudayaan RI Bidang and Learning of Social Studies in

N. M. Oktaviani & I. Wulandari, Implementation of Standard of Graduate Competence in Curriculum 2013

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