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
