The Impact of Charactered KTSP: The Effectiveness among Teacher’s Learning Program to Achieve The Purposed Character

Absract: The journal reports on a study intended to find out the opinionuf teachers about the completing of KTSP to be Charactered KTSP. The subjects of this research is the teachers in a government elementary school in Kawali, Ciamis to the number of 9 teachers include teachers, headmaster, and staff. The method that used is qualitative research and using Likert Scale and a column for opinion (questionare). The result is four class of opinions. In addition, there is a statement to critique the government about the advancement of education.

Key Words: Charactered KTSP, KTSP, Learning Program, character, curriculum

INTRODUCTION

Constructing of strong nation character needs a basicly or a broad description of generalof general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoritical orientation to language and language learning with respect to the subject matter at hand. School Based Curriculum or be acquainted with Kurikulum Tingkat Satuan Pendidikan (henceforth KTSP) is operational curriculum to be composed by and done in every units of institution. This curriculum has been being completed by the government to get the national aim: “Mencerdaskan kehidupan bangsa” by way of inserting character instruments into the components or Learning Programs, thereby it is be KTSP Berkarakter (Charactered KTSP).

The most last curriculum emphasize students character in their daily activity (i.e. in the school, home, and environment) to be hopable character appropriate with character unit in the learning programs. It is similiar to Richards and Platt (1993: 94), they point out that curriculum can be defined, as an seducational program which states the educational purpose of the program, the content teaching producers and learning experience which will be necessary to achieve this purpose, and some means for assessing whether or not the educational ends have been achieve. In the second point they underline that curriculum has to achieve the purpose, if the purpose of Charactered KTSP emphasize students character, as a result, it is a hard work for a teacher latterly.

Nevertheless, the view of teachers about this matter is uncertainly similiar. The views among a change of teaching method, students character significance advancement that have been being given, the well-curriculum to applied in Indonesia, the quality of this curriculum, additional of typed programs that already exist, a chance for students to be able to change their attitudes and  behaviors (characters), the influence of learning progression, the existence of teaching method (giving character) that is not typed on the learning programs already exist, and the efforts of government on improving learning quality in the case of characters.

The statements above are need to a wise answer by the persons who have a direct contact to the curriculum and the students. Teacher is a distributor for educational activity; a distributor delivers the purposes of the curriculum as a producer of aims learning, etc., to the students as consumers who were need the best service to improve their life qualities. It means that both curriculum as producer and teacher as adistributor can influence and even impact the advance of education. For this reason, what is the reaction of teachers?

METHODOLOGY

This study employed descriptive qualitative design which aimed at describing their reaction of the curriculum completing of KTSP to be Charactered KTSP by the teachers of a government elementary school in Kawali, Ciamis. The Charactered KTSP served as a means to increase the teachers’ability on building students’ character. Quantitative date were also collected to provide information about the general patterns of Charactered KTSP by the elementary school teachers’ premise.

The subjects of this research are all over the teachers of a government elementary school in Kawali. There were 9 (nine) teachers who were disposed to be asked by using a sheet of questionare, they are teachers, headmaster, and staff, some of them were certified teachers.

The main instruments for data collection were the questionares that had been prepared previously. The questionare contain selection appeals or agreements of the subjects and the reason(s) of their reaction but it just free choice: filled or not filled. The selection appeals intent on quantitative design that consist Strongly Agree, Agree, Uncertain, Disagree, Strongly Disagree (Likert Scale). And the second one is  reason(s) of the agreement, they might wrote anything (arguing) that related to their agreements. The 9 (nine) questions in the questionare were drag in. Interpretaion of data was based on the principles of eddective foreign language learning as suggested by Brown (2001) and Harmer (2001).

RESULTS

End-product of this research is obviously that Charactered KTSP is viewed diferently by the teachers there. It could be seen from their answers in the questionares and it could be differed into classes.

The first class believes that Charactered KTSP have been giving a big contribution to our education especially on students character. One of the teachers of this class claims that there is a significant change of the students attitude. It is similar to the statement of Article 4 UU no. 20/2003

“Pendidikan Nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman danm bertaqwa kepada Tuhan Yang Maha Esa, serta berakhlak mulia, segat, berilmu, cakap, kreatif, mandiri, dan menjadi warga Negara yang demokratis serta bertanggungjawab”.

An another teacher be in agreement to the teacher above. He admits that this new curriculum has been giving a new atmosphere in the school environtment especially and in the whole environment generally.

            The second class considers that Charactered KTSP have been giving a contribution, but it is not sufficient to change the character of student intoto. A teacher of this class reveal that the advancement of this curriculum depends on the teacher quality in teaching. This assumtion is agreed by another teacher in the same class. She assumes that prescriptive of furtherance of Charactered KTSP is a whole of the teachers quality and attitude of their selves, and the environment of the students (be sides school environment).

            The third class thinks that it is just adds to the work responsibility on the teaching administrations, because they have to insert the expected character into their sylabuses and lesson planings, whereas character education have been being teached previously.

            The  balance; they are uncertain to their statements, because they did not fill the reason column in the questionare. But it can be identified from their answers on the Likert Scale. They appraise the government foreigh about the completing the KTSP to be Charactered KTSP as an anvil of the teaching in Indonesia, nevertheless, the evidence is  not clear.

DISCUSSION

            This study found the difference views among the teachers int the government elementary school about the existance of the latest curriculum (Charactered KTSP). The tendency of their opinions based on their experiences in teaching and the other study. Some of them infer that notiwithstanding the curriculum is completing, they still need attention from the government to improve their ability on teaching. Surya (1995) infer that the expancement of education in a country depend on the quality of the teacher.

            Be in fact, today, the excalation of educational quality is inattention by the government. The fact is latterly the government is only focus to the students quality without pay attention to the teacher quality, especially in teachhing.

            The last, it is need an attention from the government toward the student and the teacher also. It is an important matter if it is wanted the best upgrading in the education.

CONCLUSION AND SUGESTION

            The completing of KTSP to be Charractered KTSP is wreaking pro and anti among the distributor of education (teachers). Both of pro and anti depend on their opinions and experiences. It is not a matter that should be controverted. The most important is the eager desire to be better in the future.  

           

REFERENCES

Brown, H.D. 2001. Teaching by Principles. New York: Addison Wesley Longman, Inv.

Harmer, J. 2001. The Practice of English Language Teaching. Essex: Pearson Education Limited

Richards & Plat. 1993. Curriculum as Teaching Anvil and The Escort. London: Longman.

Surya, Mohammad. 1995. KualitasPendidikan di Indonesia.Jakarta: Cahaya Pustaka

UU no. 20/2003 tentang Pendidikan Nasional.

APPENDIX