Teachers’ Perception towards Problems on 1994 Curriculum and School Based Curriculum (KTSP) Implementation

By SARLITA DEWI MARTHA
Dosen PBI FKIP Universitas Pekalongan
Since 1945, National Education Curriculum has changed so rapidly. That change is the logical consequences as unsatisfactory result of teaching English in Indonesia. Therefore, the Indonesian government always makes effort to improve the quality of English education by changing the curriculum and improving the quality of the teachers and other components which are involved in the education processes.
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1994 Curriculum and School Based Curriculum or KTSP are familiar curricula which are being applied in Indonesia. Both curricula have a very basic difference on their implementation. KTSP is now perceived by a curriculum that gives place to the variations of the school. The curriculum is built by the school based on consideration of some internal and external significance variables related to the school itself. However, as autonomous curriculum, it also demands teacher and school to be skilled and trained. This demand then causes different perception of the teachers as the curriculum user on the 1994 curriculum and the KTSP. Meanwhile, curriculum as a set of education plan should be prepared and adapted based on the learning situation and future demand and because of this, in implementing both curricula teacher must deal with some problems. In other side, curriculum as a dynamic thing, will always be changed and developed. Therefore, research on both curricula regard to the teachers’ perception and the problems the teacher deal with in implementing it is needed.
This paper intends to investigate the teachers’ perception towards the problems between 1994 Curriculum and School Based Curriculum. The objective is to know how well the teachers’ perception and to find out what problems in both curricula implementation are. The study was conducted by correspondence. Two respondents in this research are English teachers in the SLTP N 2 Pekalongan who are using both curricula in their daily work in the school, and because the data was interview data and there was not any calculation in it, therefore this research is considered as qualitative. Thereby, the data acquired is around the teachers’ perception and the problems the teacher often deal with, related to the 1994 Curriculum and also KTSP implementation. As the result, there are some problems in both curricula; the conclusion therefore was formulated in the form of table to make it clear.

Key word: 1994 Curriculum, School Based Curriculum, Problems, Implementation