Primary School Teacher Response to Curriculum Reform

Abstract

Contribution of intrinsic factors in curriculum implementation has received less attention to the success of the reform curriculum. This study aims to see how the interest of elementary school teachers towards the implementation of the reform curriculum. This study involved 167 elementary school teachers in the city of Yogyakarta. This research is qualitative interpretive and analyzed using interpretive analysis. The data collected was obtained from questionnaires, interviews, and observations. The results showed that after undergoing a curriculum change, the interest of elementary school teachers was still moderate. The aspect of awareness has the lowest value compared to the aspects of interest, attention and concentration. This means that his awareness to learn educational policies and implement new curricula needs to be increased. In the implementation of curriculum changes, seen from the planning stage all teachers have implemented them. In the implementation stage, not all teachers apply a student-centered learning approach. At the assessment stage, there are still few teachers who assess three competencies in the learning process, attitudes, knowledge, and skills. Thus, it is necessary to have more considerations and need to think about steps to overcome them.