Implementation Of Prototype Curriculum In School

Abstract

This study aims to describe the prototype curriculum and identify its characteristics of the prototype curriculum. This study used a descriptive approach. The research sample consisted of 31 public and private school teachers in North Sumatra who implemented a prototype curriculum. Questionnaires of (24) items describing the prototype curriculum and (69) items describing the characteristics of the prototype curriculum were used to collect data from research participants. This study achieved the following results. Implementation of the prototype curriculum can improve the essential competencies of students and the formation of the character profile of Pancasila. The most noticeable effect is the development of the Pancasila student profile, while the least is the lack of teachers sharing through school committee forums. There is no statistically significant difference between the perceptions of male and female teachers. There are different perceptions of teachers in public schools and private schools. The results of the study recommend designing and implementing teacher training in terms of 1) optimizing the role of libraries to develop literacy and numeracy competencies, 2) facilitating the context of local school content in learning to facilitate differences in student characteristics, 3) providing motivation to students to learn lifelong, and 4) designing varied learning strategies for the development of essential competencies that can facilitate students according to their characteristics so that students can live tolerantly, cooperate and respect each other and can adapt according to situations and conditions in their environment.