A Case Study of the Curriculum 2013 Implementation in the

Industrial Revolution 4.0

Yeni Nuraeni

, Zulela, MS

, Endry Boeriswati

, Desri Arwen

University Muhammadiyah of Tangerang, Banten, Indonesia

Postgraduate Departement, Universitas Negeri Jakarta, Rawamangun, East Jakarta, Indonesia

Keywords: Teachers, Teaching Aids, Evaluataion Education, Curriculum Development

Abstract: The aim of the study is to describe implementation the Curriculum 2013 in the industrial revolution 4.0: A

Case Study of The Curriculum 2013 has been implemented since July 2013 in several Indonesian schools

and which might have been in effect in all schools around 2014. The study was researched by

multidimensional qualitative reserach procedures, observations,teacher interview and group discussion.. The

data source is 22 elementary school teachers and five head masters in the Tangerang City Province of

Banten of Indonesia that’s teachers’dissiculties for making an interactive media.The study hihlights the need

to provide continuous teacher training particulary training about making interactive learning media as

macroflash, base abod flash or base powtone etc.

1 INTRODUCTION

Implementation of the 2013 Curriculum for

elementary school level has begun in the academic

year 2013-2014. Curriculum 2013 is a character-

based curriculum that is expected to make the

Indonesia equal to the nations in the global world

order in the future. Since the beginning of the

curriculum implementation in 2013, many problems

have been found, including the unreadiness teachers

to apply teaching and learning methods in the 2013

curriculum and the complex and time-consuming

assessment. So, it gives a hard time for teachers and

shifts the focus from giving full attention to students.

Teaching and learning process is never be separated

in discussing about curriculum. Successful

implementation of the 2013 curriculum is the whole

process of learning, building competencies, and

planned the students’ character. In this case, research

will be carried out on the K-13 teacher learning

media especially, whether it is based on industrial

revolution 4.0 or not, according to the needs and

development of the era. Learning tools needed in

managing the teaching and learning process can be

in the form of materials / textbooks, syllabus,

Learning Implementation Plans, Student Activity

Sheets, assessment instruments or assessment of

learning outcomes, and learning media. However,

the implementation of the new curriculum changes

do not always run smoothly. (Kirkgöz,

2008),(Malawi, Tryanasari, & Riyanto, 2017)

Based on the results of the initial study there

were several problems in making the learning media

felt by the teacher. These constraints include the

making of learning planning teachers must creative

and be able make the class runs well. In addition,

textbooks for student books contain too much

images and lack of materials for students'

knowledge, so teachers are required to look for other

learning resources or getting an explanation of each

material through textbooks in the last curriculum. In

the assessment process the teacher is still

experiencing difficulties because of the many

assessments that the teacher has to fulfil. In addition,

the results of interviews conducted to the headmaster

indicate that the 2013 curriculum is a curriculum

that requires teachers to be more creative in

teaching, and make the students to be more active in

learning process. In implementing the 2013

curriculum, it is found that there were still a number

of teachers who did not understand the 2013

curriculum well, especially in their teaching learning

instruments, namely in making learning plans. That

is because there are still many teachers whose still

using conventional method, especially for elder

506

Nuraeni, Y., MS, Z., Boeriswati, E. and Arwen, D.

A Case Study of the Curriculum 2013 Implementation in the Industrial Revolution 4.0.

DOI: 10.5220/0009002505060510

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 506-510

ISBN: 978-989-758-405-3

teachers. The teachers are still motivated by the

administration of the last curriculum, the teachers

are also still having difficulty in assessing using app

assessment made by the government because of lack

of ability to use IT (Technology Science). In

addition, there is still a lack of school facilities and

infrastructure support, especially on learning media.

Currently, Teachers are required to design a learning

instruments based on industrial revolution 4.0, in

order to prepare its students to compete in the global

competition era.

In Implemting The Curriculum 2013, the

constraints faced by the teachers' lesson plans are

still not referring to the Curriculum 2013;

application of learning with a scientific approach by

the teacher is not optimal; teachers less than optimal

in applying the learning model; and teachers are not

optimal assess student learning outcomes that cover

three domains of learning, namely the attitude,

knowledge and skills. And solutions to resolve the

problems faced is the need to make mentoring to

teachers on the implementation of Curriculum 2013

(which deals with lesson plans, scientific approach,

models of learning, and assessment of student

learning outcomes) and conducting lesson study club

(Gunawan, 2017)

Indonesia's current education ranking is far

below other developing countries even though it is

only at the Asian level, if you see the results of the

PISA survey. PISA is an international study of the

assessment of literacy achievement in reading,

mathematics and science for 15-year-old students,

coordinated by the OECD (Organization for

Economic Cooperation and Development) based in

Paris, France. (Aditomo, Fakultas, & Universitas,

2018).

The differences between previous study and this

research were level of education and based on digital

era. This study focused on implementation K-13 in

elementary schools and in the industrial revolution

4.0.

2 METHOD

The study was explorative-descriptive research using

qualitative approach. This study was using

phenomenology tradition attitude(Caldas, 2009)

(Creswell, 2014). The study tried to identify the

teachers’ difficulities in implementing the

Curriculum 2013 in Tangerang–Banten province of

Indonesia. The participants were 22 teachers and 11

vice principals from 11 elementary schools. The

researcher seleted elementary schools from 3

districts in Tangerang-Banten province of Indonesia.

The data collection method used observation ,

interview and focus group discussion.

Observation conducted 12 times in six months,

with the subject of teachers and students. Researcher

investigated several items, i.e learning procces,

media, teaching aids, authentic assessment. The

participant of interview were principals, teachers,

and students. The interview objective to gain

information regarding teacher’s competence in

making digital learning media, scientific approach in

learning process, and authentic assessment.

Lastly, focus group discussion used to gain

opinion from the participants, namely, stakeholders,

supervisors, headmasters, and teachers. Focus group

discussion conducted in three times during

3 RESULT AND DISCUSSION

The data obtained from this study include the results

of observations, interviews and the results of

documentation in the form of learning instruments

used by the teacher in the learning process. having a

syllabus that has reached the criteria is quite

appropriate and the teacher also develops the

syllabus. This is in accordance with the results of

observations and interviews that the teacher is

developing syllabus. However, if analyzed based on

the indicator of industrial revolution 4.0, not on all

syllabus that the teacher uses yet.

Based on the results, it shows that all teachers

have made lesson plans that refer to the 2013

curriculum guidelines. The results of the study also

show that the teacher does not make worksheets, but

uses worksheets sourced from the publisher.

Textbooks used by students and teachers have been

provided by the government. Schools have learning

media facilities that can be used by teachers in the

learning process. However, the results of

observations and interviews show that teacher

learning devices, especially media, have not been

based on industrial revolution 4.0.

What do we know about Revolution Industrial

4.0?“Industry 4.0, also known as the intelligent

industry, is considered to be the fourth industrial

revolution, a term coined by Professor Schwab and

seeks to transform a company into an intelligent

organization to achieve the best business results.The

industrial revolution 40, but the adoption of digital

technology has reached a point where we are ready

for another radical change, the digital

transformation of the industry or what we call

A Case Study of the Curriculum 2013 Implementation in the Industrial Revolution 4.0

507

industry 4.0.”(Ilyas, 2019). The future as Industry

4.0 unfolds, computers are connected and

communicate with one another to ultimately make

decisions without human involvement. A

combination of cyber-physical systems, the Internet

of Things and the Internet of Systems make Industry

4.0 possible and the smart factory a reality. As a

result of the support of smart machines that keep

getting smarter as they get access to more data, our

factories will become more efficient and productive

and less wasteful (Marr, 2019). (Gregory Clark,

2010) (Lasi H, Fettke P, Kemper H-G, Feld T,

2014),(Ali, Rose Alinda, Syed Norris, Marlia, & Siti

Hamisah, 2017). Its mean the Curriculum 2013

needs media base computer and Information

Technology, and teaching aid base digital. All off

them has not show in implementing The Curriculum

2013 in several school in Tangrang.

Almost all examples of media that are observed

have not been interactive and interesting media

according to student development. Some interactive

media used such as interactive slideshows, films or

videos originating from other sources are not the

result of the teacher's own making. This finding

agree with carol (2017) While many teacher

candidates will utilize power-point presentations to

support lectures or word documents to create

handouts for students, it seems “teacher candidates

lack the instinctive ability to effectively integrate

technology into their teaching practices”,(2017).

Another difficulty is the use of an educational

assessment system, which is authentic assessment.

The difficulty is in terms of how teachers take values

that must include the achievement of all core

competencies and are converted from qualitative

values into quantitative values. This learning

outcome assessment is felt difficult by the teacher

because the assessment that must be done is too

much so it is too time consuming. Based on the

results of the analysis of research data, from some of

the problems faced, the efforts made by the principal

and teacher are participating in training on the

implementation of the 2013 curriculum. In addition,

the teacher also communicates with other teachers to

ask about solutions to the difficulties faced.

However, until now the training attended by teachers

is still comprehensive in discussing the

implementation of the 2013 curriculum, not training

that is really specifically discussing the learning

tools that refer to the 2013 curriculum.

The curriculum 2013 is a curriculum that

emphasizes the development of the ability to

perform (competency) tasks with certain

performance standards, so that the The 2013

curriculum is a curriculum that emphasizes the

development of the ability to perform (competency)

tasks with certain performance standards, so that the

results can be felt by students, in the form of

mastering a certain set of competencies(Mulyasa,

2017). Whereas according to (Madjid, 2014), the

2013 curriculum orientation is an increase and

balance between the competencies of attitude

(attitude), skills (skills) and knowledge (knowledge).

2013 curriculum is a competency-based curriculum.

In it is formulated in an integrated manner,

knowledge, and skills competencies that must be

mastered by students. Also formulated the learning

and assessment process needed by students to

achieve the certain competencies Adriantoni (2016),

In the 2013 curriculum also formulated learning and

assessment processes needed by students to achieve

the certain competencies so that Indonesia can be

equal to other developing countries in the education

field. Teachers even though they have participated in

the 2013.This case like Kholid’s research findings

explained that not all types of assessment can be

carried out by teachers in Curriculum 2013.Teachers

did not conduct the assessment of observation, self

assessment, assessment of journals, oral assessmnet

and assessment of the protfolio periodically (Kholid,

Pratama, & Sutarni, 2016). This result agree with

analisis study of difficulties teacher’s in implenting

The curriculum 2013 in Kebumen were indicate that:

(1) The teacher in carrying out the stages of planning

and implementing learning based on the 2013

curriculum is categorized as not difficult, meanwhile

in conducting learning assessments based on the

2013 curriculum it is categorized as quite difficult;

(2) the dimension that is most difficult for teachers

in learning based on the 2013 curriculum is the

authentic assessment dimension.(Khoerunnisa,

Ulfah, Prasetyo, & Suryandari, 2018)

Curriculum training are still having difficulties in

developing integrative thematic learning instruments

that refer to the scientific approach. The scieniic

approach can use several strategies like contextual

learningThis approach is a form learning that has a

name , characteristics,syntax,setting, and culture, for

example:discovery learning, project based

leraning,problem based learning, and inquiry

learning. (Of, Based, & In, 2018)

Scientific knowledge refers to the products of

science such as concepts, theories, and laws. The

nature of science, however, refers to both products

and processes of science including the nature of

scientific knowledge, the scientific enterprise, and

scientists’ work. In other words, the nature of

science encompasses the nature of scientific

ICELS 2019 - International Conference on Education, Language, and Society

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knowledge and the nature of scientific processes

which constitute how this knowledge is produced.

Scientific processes are activities (e.g. observation

and inference) which are related to the collection

and interpretation of data and derivation of

conclusions. The ture of science consists of the

epistemological commitments underlying these

activities. There is no consensus on the definition of

the nature of science among philosophers of science,

historians of science, scientists, and science

educators. However, most philosophers, historians,

scientists, and science educators agreed on some

general characteristics of the nature of scientific

knowledge as embedded within the nature of

science.(Mufilu, Macaro, & Akgül, n.d.).

Scientific knowledge refers to the products of

science such as concepts, theories, and laws. The

nature of science, however, refers to both products

and processes of science including the nature of

scientific knowledge, the scientific enterprise, and

scientists’ work. In other words, the nature of

science encompasses the nature of scientific

knowledge and the nature of scientific processes

which constitute how this knowledge is produced.

Scientific processes are activities (e.g. observation

and inference) which are related to the collection

and interpretation of data and derivation of

conclusions. The ture of science consists of the

epistemological commitments underlying these

activities. There is no consensus on the definition of

the nature of science among philosophers of science,

historians of science, scientists, and science

educators. However, most philosophers, historians,

scientists, and science educators agreed on some

general characteristics of the nature of scientific

knowledge as embedded within the nature of

science.(Mufilu et al., n.d.) (Hasan, 2018).

4 CONCLUSIONS

The teacher has implemented learning instruments in

the 2013 curriculum, such as syllabus, lesson plans,

worksheets, materials / textbooks, learning media

and learning outcomes assessment according to the

2013 curriculum, but has not met the demands of the

industrial revolution 4.0.

Problems faced by teachers in implementing

learning instruments in the 2013 curriculum include

teachers having difficulties in delivering lessons in

the 2013 curriculum, lack of learning materials or

supporting information to add insight and

knowledge of students in learning. So that the

teacher must look for other learning resources as an

additional reference to supplement the lack of

learning material. And the teacher has difficulty in

evaluating learning outcomes because the teacher

has to do too many assessments that require a long

time. 1. The efforts made by the teacher in

overcoming the problems faced in implementing

learning instruments in the 2013 curriculum are by

asking colleagues who have understood the 2013

curriculum implementation. In addition, the

principal made an effort by including teachers in

training on the implementation of the 2013

curriculum and holding meetings and mentoring led

by teachers who understand the implementation of

the 2013 curriculum to help teachers who do not

understand it. But unfortunately, the training

specifically discussed the implementation of

learning instruments in the 2013 curriculum has

never been held by both the central government and

regional governments, so the training is still general

in discussing the implementation of the 2013

curriculum. Information Technology training is

urgently needed for all teachers to be able to make

the 2013 Curriculum-based learning media industrial

revolution 4.0 Indicators and competencies in the

syllabus and learning plan also need to be

continuously improved according to the needs and

development of the times.

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