HUMANICAL CURRICULUM IMPLEMENTATION IN
LEARNING PROCESS IN KANISIUS MANGUNAN Elementary School.
S1 thesis, Faculty of Education.
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This study aims to describe the implementation of the humanist curriculum in the learning process at SD Kanisius Mangunan.
This research uses descriptive qualitative method. The subjects of this study included principals, teachers, and students. The object of the study is the learning process based on the curriculum that is prepared by the school itself. Data collection techniques use observation, interviews, and documentation. Data analysis techniques use the Miles & Huberman interactive model which consists of data reduction, data display (data presentation) and drawing / verification conclucions (drawing conclusions / verification). Data validity tests include credibility tests to test data validity and test dependability to test data reliability. The credibility test uses source triangulation techniques and technical triangulation while the dependability test uses diachronic reliability with field note techniques and interview transcripts.
The results showed that the implementation of the humanist curriculum at SD Kanisius Mangunan included the planning, implementation and assessment stages. Curriculum characteristics with a humanistic approach can be seen from these three stages. Learning planning is done by (1) establishing the vision, mission and goals of school education that are directed to shape the personalities of students who have explorative, creative and integral souls, and (2) overhauling and modifying the KTSP curriculum with integrative thematic principles to provide an integrated learning experience and thorough. The learning is carried out by (1) the use of special syntax in the form of exploration, invention and application, (2) determining the six values of distinctive characters internalized through habituation in school learning, class agreement and followed up in class discussions and reflection sheets. , (3) the use of diverse and principled strategies and methods for activating students, contextual and fun, (4) the use of media that supports students to take part in exploration activities and (5) the role of teachers as facilitators as well as families for students as well as the development of patterns foster care and home visit. Learning assessment is carried out with (1) process-based assessment, and (2) assessing all aspects / aspects of student development with various forms of assessment and assessment instruments.
Keywords: Humanist Curriculum Implementation, Learning Process
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