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Copyright © 2020, Journal of Asian Multicultural Research for Educational Study, Under the license CC
BY-SA 4.0
Journal of Asian Multicultural Research for
Educational Study
ISSN: 2708-9703
Vol. 1 No. 2, 2020 (page 026-035)
DOI: https://doi.org/10.47616/jamres.v1i2.67
Educator Readiness Evaluation in the Implementation of Curriculum 2013 in
Disadvantaged, Frontier, and Outermost Areas
Hendra Saputra S. Adiko1, Rusli Abdurahman Idji2
hendra.adikoumg@gmail.com
1Faculty of Teacher Training and Education, Muhammadiyah University of Gorontalo, Indonesia
2Faculty of Economics and Social Sciences, Muhammadiyah University of Gorontalo, Indonesia
Received: November 23, 2020 Revised: December 5, 2020 Accepted: December 21, 2020
Abstract
This study aims to describe the readiness of educators in implementing the 2013 curriculum in
the 3T area in North Gorontalo District. The method used in this research is descriptive
qualitative method. The subjects in this study were school principals and educators in the 3T area
school. The research result shows four things; first; Academic qualifications of educators in
schools in the 3Tl area have not been fully fulfilled according to Law No. 20 of 2003 concerning
the National Education System Article 42 paragraph (1). Second; The Academic Competence of
Educators in the 3T area is not yet fully educated with S1 academic qualifications in accordance
with Article 8 of Law Number 14 of 2005. The three certificates of educators have not been fully
fulfilled in accordance with the mandate of Law Number 14 of 2005 concerning Educators and
Lecturers. The fourth role of educators in realizing the goals of national education principals
continues to encourage educators to continue to carry out learning innovations, especially in the
implementation of the 2013 curriculum as an effort to improve professionalism as a form of role
in realizing the goals of national education.
Keywords: Education, Educator Readiness, Curriculum
Introduction
Education is a conscious effort to humanize humans, where currently the task of an educator is
not only as a teacher but also as an educator. Education is one thing that is very important and a
necessity for all society. In general, education is a learning process that includes knowledge,
skills, and habits carried out by a group of people or a group of humans who are passed down
from one generation to the next through teaching, research, and training (Biesta, 2009; National
Research Council, 2012). An educator is expected to be able to carry out educational functions
and to achieve educational goals. An educator is a human being who is consciously able to
influence others with the aim of transferring knowledge (Darling-Hammond & Bransford, 2007;
Lucas et al., 2008). The role of educators in making knowledgeable students is very important so
that the quality of educators is very concerned for the creation of the expected students.
The issue of equitable education can be understood by the condition of the school-age population
in 3T areas, namely the Frontier, Remote and Disadvantaged areas. Some of the problems in the
implementation of education in these areas include a lack of supply of teaching staff, unbalanced
distribution, low incentives, substandard qualifications, less competent educators, and mismatch
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Copyright © 2020, Journal of Asian Multicultural Research for Educational Study, Under the license CC
BY-SA 4.0
between educational qualifications and the field being pursued, the implementation of the
curriculum in schools has not according to standardized mechanisms and processes.
The curriculum is a set of subjects and educational programs provided by an education provider
which contains lesson plans that will be given to participants in a period of education (Armor &
Duncombe, 2004; Lee et al., 2007). Changes or changes to the curriculum were made in order to
adapt to the times and the old curriculum was deemed no longer appropriate to the conditions
and needs of the times besides that, to fix the shortcomings of the old curriculum with the new
curriculum. However, the change itself must be accompanied by sufficiently mature preparation
such as preparing teachers to implement the curriculum itself so that the implementation of the
new curriculum can run effectively and efficiently. The preparation of these subject instruments
is adjusted to the circumstances and abilities of each level of education in the provision of this
education as well as the needs of the work field.
The length of time in a curriculum is usually adjusted to the aims and objectives of the education
system being implemented (Soukup et al., 2007; Barnett et al., 2008). In Lie's (2004) curriculum
theory the success of a curriculum is a long process, starting from the crystallization of various
ideas and ideal concepts about education, formulating curriculum design, preparation of
educators and education personnel, as well as facilities and infrastructure, governance of
curriculum implementation, among them: Learning Planning, Implementation Learning,
Learning Evaluation, to Inhibiting and Supporting Factors for Learning Implementation.
In an era that is all modern where learning is easy to do with various existing media, making
educators as educators must be able to provide educational services to students according to their
needs and times. The low level of public recognition of the teaching profession is due to several
factors, including: (1) There is an opinion on the part of the community, that anyone can become
an educator as long as he/she is knowledgeable; (2) shortage of educators in remote areas,
providing opportunities to appoint someone without expertise to become educators / educators;
(3) many educators do not appreciate their profession, let alone try to develop that profession.
Feelings of inferiority due to being an educator, abuse of the profession for personal satisfaction
and interests so that the teacher's prestige is decreasing, and (4) weaknesses that exist in the
educator himself, including low levels of competence which are still below standard. That way
educators must have the ability to manage learning, the ability to provide good role models, the
ability to be professional educators, and the ability to communicate and interact.
Methods
This research uses descriptive research with a qualitative approach, descriptive research is based
on the consideration that the data is obtained more fully, in depth and reliably and that events in
the social context can be found. The location of this research is at 3T area elementary school in
North Gorontalo District. Qualitatively, it aims to find out or describe the reality of the events
under study so that it makes it easier for the author to obtain objective data in order to know and
understand the readiness of educators in implementing the 2013 curriculum in 3T primary
schools in North Gorontalo District. The technique of collecting data from this research is
observation, namely by observing directly by noting the symptoms found in the field. interview,
namely asking questions directly to the principal, educators as parties who have relevance to
research. As well as informal conversations are all sources of qualitative data.
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Copyright © 2020, Journal of Asian Multicultural Research for Educational Study, Under the license CC
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Results and Discussion
Academic Qualifications
In Law No. 20 of 2003 concerning the National Education System Article 42 paragraph (1)
"Educators must have minimum qualifications and certification in accordance with the level of
teaching authority, are physically and mentally healthy, and have the ability to realize the goals
of national education." In this article it is very clear that Educators in Indonesia must have the
minimum qualifications and must take certification to improve the academic qualifications and
competence of Educators. From the results of interviews with school principals in the two
schools that were the research samples in 3T schools, researchers can conclude that the academic
qualifications of educators in remote schools have not been fully fulfilled. one of the schools
whose educators are qualified under S1 Non Education.
Educator Academic Competence
Based on Law Number 14 of 2005 concerning Educators and Lecturers, Article 10 paragraph (1)
states that "Educator competence as referred to in Article 8 includes pedagogical competence,
personality competence, social competence, and professional competence obtained through
professional education". Educator competency standards include the core competencies of
Educators which are developed into competences of Elementary School Educators, and Subject
Educators at Primary Schools.
The results of interviews conducted by researchers with school principals at the target school can
conclude that the Educator Competence as referred to in Article 8 of Law Number 14 of 2005
includes pedagogical competence, personality competence, social competence, and professional
competence, concluding that in general, Educators So far, the method used is conventional, tends
to be verbal, meaning that all activities in the teaching and learning process are only centered on
the Educator so that it seems that Educators are more active than students, then the teaching
ability of Educators has not fully developed properly from the results of the interviews. The
reason is that educators have not fully had S1 academic qualifications so they do not yet know
the basic competency standards that an educator must have, and the second factor is that if the
Educators already have the basic competence of an educator, the ability jar and the ability to
innovate learning is hampered by the lack of supporting facilities for learning activities plus the
ratio between educators and students is not balanced so that educators seem less motivated in
terms of making innovations in the learning process in the classroom.
Educator Certificate
In accordance with the mandate of Law number 14 of 2015 regarding the Law on Educators and
lecturers, that everyone who will teach at least is a bachelor's degree graduate and has a
certificate of teaching staff. In other words, people who do not have these two things cannot be
appointed as teachers or educators. From the results of the Educator interview, the researcher can
state that, the competence of educators includes pedagogical competence, personality
competence, social competence, and professional competence obtained through professional
education, in accordance with the mandate of Law Number 14 of 2005 concerning Educators and
Lecturers, not yet fully understood. This is because there are still schools whose Human
Resources, in this case educators, are still far from the standard of academic competence of an
educator. Where the competence of educators is a combination of personal, scientific,
technological, social, and spiritual abilities that comprehensively form the standard competencies
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Copyright © 2020, Journal of Asian Multicultural Research for Educational Study, Under the license CC
BY-SA 4.0
of the teaching profession, which includes mastery of material, understanding of students,
educational learning, personal development, and professionalism. The academic competence of
educators referred to above is one of the minimum educational qualifications of S1 which must
be met by an educator as evidenced by a relevant diploma or certificate of expertise in
accordance with the provisions of the applicable legislation.
The ability of educators to realize the goals of national education in the implementation of
the 2013 curriculum in 3T regional elementary schools
As professional educators do have a role in realizing the goals of national education. The aim of
National Education is to develop the potential of students to become human beings who believe
and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative,
independent and become democratic and responsible citizens. Educators' understanding of the
2013 curriculum can show how much readiness of educators is in implementing the 2013
curriculum, especially in the 3T Kasawan.
Educators' understanding of the 2013 curriculum can show how much readiness of educators is
in implementing the 2013 curriculum, especially in the 3T Kasawan. The concept of "educator
readiness" is a phrase consisting of two words, namely "readiness" and "educator". The word
readiness comes from the word ready, which means the attitude or condition "is ready" (KBBI,
2005). The definition of educators is formally stated in Law no. 14 of 2005 is defined as,
"professional educators with the main task of educating, teaching, guiding, directing, training,
assessing, and evaluating students in early childhood education through formal education, basic
education, and secondary education.
From the results of interviews between school principals and researchers, it can be concluded
that the ability of educators to realize the goals of national education in the implementation of the
2013 curriculum in elementary schools in the 3T area. In the context of implementing the 2013
curriculum, educators as the forefront of the development and implementation of learning at the
school level, should understand this position in the K-13 structure. Furthermore, educators also
have the responsibility and obligation to make fundamental efforts in various forms of
innovation learning so that the implementation of the learning process can achieve the specified
competencies. Effective implementation is the result of the interaction between implementation
strategies, curriculum structure, educational goals, and principal leadership. The results of
research in 3T area primary schools show that so far the principal has continued to encourage
educators to continue to carry out learning innovations, especially in implementing the 2013
curriculum as an effort to improve professionalism as a form of role in realizing the goals of
national education. Learning innovation is something that is important and must be owned or
done by teachers. This is because learning will be more lively and meaningful. Innovative
learning is learning designed by teachers, which is new, not as is usually done (Pintó, 2005;
Motteram, 2013; Manoe, 2020). Learning that pays attention to the auditory, visual, and
kinesthetic dimensions so that the message given will be stronger. The willingness of the teacher
to try to find, explore and look for various breakthroughs, approaches, methods and learning
strategies is one of the supports that will attract a learning process for students.
Conclusion
Academic qualifications for educators in remote schools have not been fully fulfilled according
to Law no. 20 of 2003 concerning the National Education System Article 42 paragraph (1).
Then the Academic competence of Educators in the 3T area is not yet fully educated.
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Copyright © 2020, Journal of Asian Multicultural Research for Educational Study, Under the license CC
BY-SA 4.0
Educators have S1 academic qualifications in accordance with Article 8 of Law Number 14 of
2005. Furthermore, the certificate of educators has not been fully fulfilled in accordance with
the mandate of Law Number 14 of 2005 concerning Educators and Lecturers and the Role of
Educators To realize the goals of national education, the principal continues to encourage
educators to continue to carry out learning innovations, especially in the implementation of the
2013 curriculum as an effort to improve their professionalism as a form of role in realizing the
goals of national education.
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