At the time of the review team’s vi

At the time of the review team’s visit, Indonesian teachers were being
asked to implement a new curriculum that was developed in 2013. The
new curriculum aims to improve the quality of instruction in schools and madrasah throughout Indonesia. Providing the right support to help teachers
and leaders to change their practice will be critical in achieving a lift in
teaching quality and student outcomes.
Teachers told the review team that the support they needed to help them
achieve better results was more training in content, interactive teaching
methods and thematic approaches to teaching the curriculum. To date few
teachers have received training on how to apply the 2013 curriculum in
their classrooms. If teachers try to implement new practices without fully
understanding what they entail, they could feel overwhelmed and the result
could be poorer instruction. Indonesia’s national curriculum is developed
at central level and MOEC has also been developing textbooks at national
level since 2013. This arrangement has allowed the government to rapidly
introduce a new direction for learning while at the same time providing
coherence across a vast country. Despite the advantages of consistency
and operational efficiency offered by centralised control of the curriculum,
the curriculum reform of 2013 is facing a number of challenges. If the new
curriculum is to make a difference to student outcomes, then its intent needs
to be fully understood at school level. Although the curriculum is developed
and disseminated centrally, teachers are trained, monitored and supported at
the district level. This creates a challenge in ensuring the national curriculum
is well understood and used by teachers and that they also understand the
extent to which they can adapt the curriculum to ensure it is relevant to their
local context.

Hasil (Bahasa Indonesia) 1:

At the time of the review team’s visit, Indonesian teachers were beingasked to implement a new curriculum that was developed in 2013. Thenew curriculum aims to improve the quality of instruction in schools and madrasah throughout Indonesia. Providing the right support to help teachersand leaders to change their practice will be critical in achieving a lift inteaching quality and student outcomes.Teachers told the review team that the support they needed to help themachieve better results was more training in content, interactive teachingmethods and thematic approaches to teaching the curriculum. To date fewteachers have received training on how to apply the 2013 curriculum intheir classrooms. If teachers try to implement new practices without fullyunderstanding what they entail, they could feel overwhelmed and the resultcould be poorer instruction. Indonesia’s national curriculum is developedat central level and MOEC has also been developing textbooks at nationallevel since 2013. This arrangement has allowed the government to rapidlyintroduce a new direction for learning while at the same time providingcoherence across a vast country. Despite the advantages of consistencyand operational efficiency offered by centralised control of the curriculum,the curriculum reform of 2013 is facing a number of challenges. If the newcurriculum is to make a difference to student outcomes, then its intent needsharus sepenuhnya dipahami di tingkat sekolah. Meskipun kurikulum dikembangkandan disebarkan sentral, guru dilatih, dipantau dan didukungtingkat kabupaten. Hal ini menciptakan tantangan dalam memastikan Kurikulum Nasionaladalah baik dipahami dan digunakan oleh guru dan bahwa mereka juga memahamisejauh mana mereka dapat beradaptasi dengan kurikulum untuk memastikan hal itu relevan dengan merekakonteks lokal.

Hasil (Bahasa Indonesia) 2:

Pada saat kunjungan peninjauan tim, guru Indonesia sedang
diminta untuk menerapkan kurikulum baru yang dikembangkan pada tahun 2013.
Kurikulum baru ini bertujuan untuk meningkatkan kualitas pengajaran di sekolah-sekolah dan madrasah di seluruh Indonesia. Memberikan dukungan yang tepat untuk membantu guru
dan pemimpin untuk mengubah praktek mereka akan menjadi penting dalam mencapai tumpangan di
kualitas dan siswa hasil mengajar.
Guru mengatakan kepada tim peninjau bahwa dukungan yang mereka butuhkan untuk membantu mereka
mencapai hasil yang lebih baik adalah lebih banyak pelatihan dalam konten, interaktif mengajar
metode dan pendekatan tematik untuk mengajar kurikulum. Sampai saat ini beberapa
guru telah menerima pelatihan tentang bagaimana menerapkan kurikulum 2013 di
kelas mereka. Jika guru mencoba untuk menerapkan praktek-praktek baru tanpa sepenuhnya
memahami apa yang mereka memerlukan, mereka bisa merasa kewalahan dan hasilnya
bisa instruksi miskin. Kurikulum nasional Indonesia dikembangkan
di tingkat pusat dan Depdikbud juga telah mengembangkan buku pelajaran di tingkat nasional
tingkat sejak 2013. Susunan ini telah memungkinkan pemerintah untuk cepat
memperkenalkan arah baru untuk belajar sementara pada saat yang sama memberikan
koherensi di negara yang sangat luas. Meskipun keuntungan dari konsistensi
dan efisiensi operasional yang ditawarkan oleh kontrol terpusat dari kurikulum,
reformasi kurikulum 2013 menghadapi sejumlah tantangan. Jika baru
kurikulum adalah untuk membuat perbedaan untuk hasil siswa, maka niat perlu
harus sepenuhnya dipahami di tingkat sekolah. Meskipun kurikulum dikembangkan
dan disebarluaskan secara terpusat, guru dilatih, diawasi dan didukung di
tingkat kabupaten. Hal ini menciptakan tantangan dalam memastikan kurikulum nasional
dipahami dengan baik dan digunakan oleh guru dan bahwa mereka juga memahami
sejauh mana mereka dapat beradaptasi kurikulum untuk memastikan itu relevan dengan mereka
konteks lokal.