
Since 2001, based on Law Number 22 of 1999
concerning regional government which was later
replaced by Law Number 32 of 2004 concerning
regional government, regional autonomy in the fields
of education and culture has been implemented. The
main vision of autonomy in the implementation of
education is based on efforts to empower local
communities to determine the type and content of the
curriculum, the learning process and the learning
outcome assessment system, teachers and principals,
facilities and learning resources for their sons and
daughters. The role of the government, both
represented by technical departments and by local
governments (Pemda) at the sub-district, district, and
provincial levels, is to provide support in the form of
funds, facilities, and expertise so that educational
services can be implemented that are beneficial for
the development of real life in the community and are
carried out by the community itself by referring to
national and international academic quality standards.
The quality of the nation in the future depends on
today's education, especially on formal education
received at school. What is achieved by the school is
determined by the school's curriculum. So whoever
masters the curriculum holds the fate of the nation and
state. So it can be understood that the curriculum as a
tool that is so vital for the development of the nation
is held by the government of a country. It can also be
understood how important the effort to develop the
curriculum is. Therefore, every teacher is the main
key in implementing the curriculum, so he must also
understand the ins and outs of the curriculum. To a
certain extent, teachers are also curriculum
developers for their classes.
Law number 20 of 2003 concerning the national
education system, article 36 paragraph 2, states that
the curriculum at the level and type of education unit
is developed with the principle of diversification in
accordance with the education unit, regional
potential, and students. Education units based on local
excellence are a new paradigm of education to
encourage accelerated development in the region
based on the potential of the local community. In this
case, commodity zoning must be accompanied by
localization of education based on local excellence.
This is not only related to the curriculum that also
pays attention to local content (article 37 paragraph 1
letter j), but also clarifies the specialization of
students, to immediately enter the world of work in
their immediate environment, and also to become
experts in the field. Thus, the problem of providing
labor is easily available and can even be achieved
automatically. Greater autonomy is given to
schools/madrasahs regarding curriculum
development, which is then referred to as KTSP
(Education Unit Level Curriculum), namely the
operational curriculum compiled by and implemented
in each education unit (school/madrasah).
SMP Al-Wathan Ambon is one of the formal
educational institutions in Maluku that implements
Contextual Teaching Learning (CTL) in KTSP, but in
the implementation of CTL in KTSP it is considered
not optimal in accordance with the actual demands of
KTSP, this is because many factors influence the
implementation of Contextual Teaching Learning, for
example the lack of information obtained by subject
teachers regarding the curriculum and the concept of
Contextual Teaching Learning, the lack of
performance coaching or teacher professionalism
towards the development of contextual teaching
learning so that the concept of contextual teaching
learning is less successful. This can be seen from the
lack of student desire to follow the Geography
learning process. Students tend to listen to what the
teacher teaches without being involved in the
teaching and learning process, this can result in an
increase in learning outcomes that are not optimal and
tend to fail.
2 METHOD AND MATERIAL
This type of research is classroom action research.
The purpose of classroom action research is to
improve or enhance the quality of classroom learning
that is experienced directly in interactions between
teachers and students who are learning. (Classroom
Action Research) is carried out in the form of a
repeated cycle in which there are four (4) main stages
of activity, namely; action planning, action
implementation, observation and reflection.
1. At this stage, researchers compile or develop
geography lesson plans, by considering materials that
are in accordance with the indicators.
2. Implementation of Actions
Taking action is intended to improve students'
learning abilities at the KKM level by implementing
contextual teaching learning.
3. Observation
Observation activities are carried out by involving
subject teachers to observe student behavior.
4. Reflection
Reflection in PTK includes analysis and assessment
of observations of actions taken.
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