Implementasi Kurikulum Cambridge di SD Nasima Kota Semarang

Abstract

Kebijakan Kementrian Pendidikan yaitu kebebasan memilih kurikulum membuat sekolah-sekolah mengadopsi sistem kurikulum untuk pembelajarannya. Kurikulum Cambridge berfokus tentang pengetahuan, serta pemikiran kritis, serta pembelajaran berdasarkan  pemecahan masalah. Tujuan secara umum dalam penelitian ini adalah untuk mendeskripsikan Implementasi Kurikulum Cambridge dalam pembelajaran Sains di SD Nasima. Jenis penelitian ini adalah kualitatif deskriptif, dengan teknik pengumpulan data berupa wawancara. Teknik triangulasi digunakan dalam metode analisis data. Penelitian ini memiliki anatara Direktur Pendidikan I, Kepala SD, Wakil Kepala Kurikulum, beberapa Guru, serta beberapa siswa di kelas IV. Penelitian menunjukkan hasil yaitu 1) implementasi kurikulum Cambridge dalam perencanaan meliputi keikutsertaan dalam seminar serta lokakarya, dokumen infrastruktur dan kurikulum. 2) Implementasi kurikulum Cambridge dilaksanakan dengan perencanaan, pelaksanaan dan evaluasi kegiatan pembelajaran berdasarkan kualifikasi guru. 3) Pelaksanaan kurikulum Cambridge dievaluasi dengan cara evaluasi internal dan evaluasi siswa. Hambatan dapat dihadapi melalui berbagai usaha dalam penerapan Kurikulum Cambridge dengan baik dalam Pembelajaran Sains di SD Nasima Semarang.

The policy of the Ministry of Education, namely the freedom to choose the curriculum, makes schools adopt a curriculum system for their learning. The Cambridge curriculum focuses on knowledge, as well as critical thinking, and learning based on problem solving. The general aim of this study is to describe the Implementation of the Cambridge Curriculum in learning Science at Nasima Elementary School. This type of research is descriptive qualitative, with data collection techniques in the form of interviews. The triangulation technique is used in the data analysis method. This research involved the Director of Education I, the Head of Elementary School, Deputy Head of Curriculum, several teachers, and several students in grade IV. The research shows the results, namely 1) the implementation of the Cambridge curriculum in planning includes participation in seminars and workshops, infrastructure and curriculum documents. 2) Implementation of the Cambridge curriculum is carried out by planning, implementing and evaluating learning activities based on teacher qualifications. 3) The implementation of the Cambridge curriculum is evaluated by means of internal evaluation and student evaluation. Obstacles can be faced through various efforts in implementing the Cambridge Curriculum well in Learning Science at SD Nasima Semarang