The Integration Model of 2013 Curriculum and Cambridge Curriculum in Elementary Schools

Uswatun Hasanah(1*),


(1) IAIN TULUNGAGUNG
(*) Corresponding Author

Abstract


Abstract

This study aims to describe the integration model of 2013 curriculum and Cambridge curriculum as well as its implementation and the impacts of its integration in elementary schools. Involving an ICP class of Universitas Negeri Malang (UM) elementary laboratory school and a model class of Brawijaya Smart School  elementary school, a qualitative case-study method and a multi cases design were employed in this study. The data were collected  from observations, interviews, and documentations which then analyzed using an interactive analysis model. The result of the study shows that (1) the integration of 2013 curriculum and Cambridge curriculum in the Brawijaya Smart School elementary school uses a model of Sequenced Eye-glasses integration, while a Shared Binoculars Integration model is used in the UM elementary lab school; (2) The implementation of Sequenced Eye-glasses in the model class of the Brawijaya Smart School elementary school is conducted by compiling and teaching the materials from both curricula. Meanwhile, a Shared Binoculars Integration model in UM elementary lab school is implemented through teaching the 2013 curriculum thematically and the Cambridge curriculum separately. (3) The integration of 2013 curriculum and Cambridge curriculum enhances students' abilities in: a) English language; b) reasoning; c) creative thinking; and d) academic achievements.

Keywords: integrated curriculum model, 2013 curriculum, Cambridge curriculum.

 

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan model integrasi kurikulum 2013 dan kurikulum Cambridge beserta implementasinya, dan dampak integrasi tersebut pada sekolah dasar. Melibatkan satu kelas ICP (SD Laboratorium Universitas Negeri Malang) dan satu kelas model (SD Brawijaya Smart School), pendekatan kualitatif metode studi kasus dengan rancangan multikasus digunakan pada penelitian ini. Data diperoleh melalui observasi, wawancara, dan dokumentasi dan kemudian dianalisis dengan model analisis interaktif. Hasil penelitian menunjukkan bahwa (1) integrasi kurikulum di kelas Model SD Brawijaya Smart School menggunakan model integrasi Sequenced Eye-glasses, sedangkan model integrasi Shared Binoculars Integration digunakan di kelas ICP SD Laboratorium Universitas Negeri Malang; (2) Implementasi model Sequenced Eye-glasses dilaksanakan dengan menyusun materi dari dua kurikulum tersebut, dan mengajarkan materi yang berkaitan secara bersamaan. Implementasi model Shared Binoculars Integration dilaksanakan dengan mengajarkan Kurikulum 2013 secara tematik dan Kurikulum Cambridge secara terpisah. (3) Integrasi kurikulum 2013 dan kurikulum Cambridge dapat meningkatkan a) kemampuan berbahasa Inggris; b) kemampuan dalam bernalar; c) kemampuan berpikir kreatif; dan d) prestasi akademik.

Kata kunci: model integrasi kurikulum, kurikulum 2013, kurikulum Cambridge.

Full Text:

PDF

References


Abdullah, A. H., Abidin, N. L., & Ali, M. (2015). Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction. Asian Social Science, 11(21), 133-142.

Anwar, M., Shamim-ur-Rasool, S., & Haq, R. (2012). A Comparison of Creative Thinking Abilities of High and Low Achievers Secondary School Students. International Interdiciplinary Journal of Education, 1(217), 1-10.

Board, J., & Cross, A. (2014). Cambridge Primary Science Framework. Cambridge: Cambridge University Press.

Budgell, G., & Ruttle, K. (2014). Penpals at Home: Getting Ready for Handwriting. Cambridge University Press.

Diocolano, N., & Nafiah, N. (2019). Implementasi Kurikulum Cambridge di Sekolah Dasar. Pemikiran dan Pengembangan Sekolah Dasar, 7(1), 38-45.

Drake, S. M. (2013). Menciptakan Kurikulum Terintegrasi yang Berbasis Standar. Jakarta: PT Indeks.

Fitriani, D., Suryana, Y., & Hamdu, G. (2018). Pengembangan Instrumen Tes Higher-Order Thinking Skill pada Pembelajaran Tematik Berbasis Outdoor Learning di SD. Pedadidaktika, 5(1), 252-262.

Fogarty, R. (2009). How to Integrate the Curricula. USA: Corwin Press.

Fonseca, C. (2011). Emotional Intensity in Gifted Students, Helping Kids Cope with Explosive Feelings. Waco Texas: Prufrock Press.

Isno. (2018). Model Adopsi Daptasi Kurikulum 2013 dan Cambridge University bagi Madrasah. PROGRESSA (Jurnal of Islamic Religious Instruction), 2(2), 17-26.

Mahmudi, A. (2010). Mengukur Kemampuan Berpikir Kreatif Matematis. Konferensi Nasional Matematika XV UNIMA. Manado: UNIMA.

Miles, M. B. & Huberman, A. M., (1994). Qualitative data analysis: An expanded sourcebook. SAGE.

Mulyadin. (2016). Implementasi Kebijakan Pembelajaran Tematik Terpadu Kurikulum 2013 di SDN Kauman 1 Malang dan SD Muhammadiyah 1 Malang. Edutama, 3(2), 31-48.

Murfiah, U. (2017). Model Pembelajaran Terpadu di Sekolah Dasar. Pesona Dasar,1(5), 57-69.

Nafisah, N. F. (2018). Implementasi Kurikulum Cambridge di Sekolah Dasar Internasional Al Al-Abidin Surakarta dan Sekolah Dasar Integral Walisongo Sragen. Profetika (Jurnal Studi Islam),19(2), 154-162.

PERMENDIKBUD. (2016). Standar Proses. PERMENDIKBUD RI No. 22 Tahun 2016. Indonesia

Purnomo, M. (2015). Integrasi Kurikulum Cambridge dalam Kurikulum 2013 Pada Pelajaran Matematika Sekolah Menengah Pertama. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya. Surakarta: Universitas Muhammadiyah Surakarta.

Rahman, K. (2014). Pengembangan Kurikulum Terintegrasi di Sekolah/ Madrasah. Jurnal PAI (J-PAI), 1(1), 13-48.

Renzulli, J. (1977). The Enrichment Triad Model: Aguide for Developing defensible Programs for The Gifted. Manfield Center. CT: Creative Learning.

Rudyanto, H. E. (2014). Model Discovery Learning dengan Pendekatan Saintifik. Premiere Educandum, 4(1), 4-48.

Rusmilati, A. (2007). Model Kurikulum Integrasi pada Rintisan Sekolah Bertaraf Internasional di SMA Negeri 3 Madiun. Doctoral dissertation, Malang: Sekolah Pascasarjana Universitas Muhammadiyah Malang.

Sari, R. K., & Olensia, Y. (2017). Potret Cambridge Advanced (Chemistry As and A Level) di Sekolah Mutiara Harapan Riau Tahun Ajaran 2015/2016. Jurnal Pendidikan Kimia, 1(1), 12-21.

Supriyanto, E. (2012). Pengembangan Kurikulum Pendidikan Cerdas Istimewa. Yogyakarta: Pustaka Pelajar.

Syaiful, A. (2018). Peningkatan Mutu Pendidikan melalui Implementasi Kurikulum Terpadu di Sekolah Menengah atas Pesantren Al-In’Am Banjar Timur Gapura Sumenep. Kariman, 6(1), 1-20.

Wang, A. Y. (2011). Contexts of Creative Thinking: A Comparison on Creative. Journal of International and Cross-Cultural Studies, 2(1), 56-68.

Wardani, H., & Nugroho, F. D. (2016). Intgerasi Kurikulum Nasional dan Cambridge Curriculum pada Mata Pelajaran Bahasa Inggris. The Curriculum Journal, 9(2), 666-679.

Wati, U. A. (2010). Pengembangan Multimedia Pembelajaran untuk Mata Kuliah Pembelajaran Terpadu. Penelitian Ilmu Pendidikan, 1(1), 2-11.

Widjanarko, J. (2018). Implementasi Kurikulum Cambridge dalam Pembelajaran Matematika. JPGSD, 6(6), 1030-1039.

Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia di Era Global. Prosiding Seminar Nasional Pendidikan Matematika (hal. 263-278). Malang: Universitas Kanjuruhan Malang




DOI: 10.24235/al.ibtida.snj.v6i2.4939

Article Metrics

Abstract view : 244 times
PDF - 89 times

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2022 Al Ibtida: Jurnal Pendidikan Guru MI

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

AL IBTIDA Journal Indexed By:

        

 

  

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats

 

Al Ibtida: Jurnal Pendidikan Guru MI Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.

Editorial Office:

FITK Building, 5th Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon.  Perjuangan Street of Sunyaragi, Cirebon City, West Java, Indonesia 45132 Phone. 0231-481264, Fax. 0231-489926, Email: alibtida@syekhnurjati.ac.id/ alibtida2@gmail.com

Â