An Analysis of Mathematics Teachers’ Difficulties iin Implementing 2013 Curriculum

Lumbantoruan, Jitu Halomoan and Male, Hendrikus (2022) An Analysis of Mathematics Teachers’ Difficulties iin Implementing 2013 Curriculum. International Journal of Business, Law, and Education, 3 (1). pp. 1-15. ISSN 2747-139X

	Text AnAnalysisofMathematicsTeachersDifficultiesinImplementing2013Curriculum.pdf Download (742kB)
	Text (Bukti Korespodensi) KorespodensiAnalysisofMathematicsTeacherDifficultiesinImplementing2013CurriculumOnline.pdf Download (1MB)

Abstract

This research aimed to explore the difficulties faced in online learning, based on a survey conducted by the Indonesian Ministry of Education in 2020. The survey revealed that 58% of participants found the learning process ineffective, 38% reported a lack of guidance, 35% faced challenges with poor communication, 62% lacked internet access, and 59.5% objected to school assignments. The study focused on three main objectives: 1) understanding the online learning process, 2) exploring assessment methods, and 3) investigating the challenges faced by teachers in preparing instructional materials. The research adopted a descriptive qualitative method, employing data collection through observations and interviews. Data analysis involved presenting, reducing, and drawing conclusions from the gathered information. The observational analysis and interview results indicated that 95% of the learning process still followed the curriculum guidelines. Additionally, students expressed concerns about teachers lacking instructional modules and facing difficulties in using digital platforms to teach topics such as integral symbols, logarithms, matrices, and mathematical induction. While teachers prepared lesson plans (RPP), they did not align well with the provided textbooks, making it challenging for students to actively engage in the learning process. Regarding assessment methods, 60% of students disagreed with the difficulty level of the material being tested, which exceeded what was taught. Consequently, learning outcomes did not meet expectations. Teachers faced several difficulties, including operating the Google Meet platform, writing symbols, proving formulas, explaining concepts, managing internet connectivity, correcting assignments, and implementing student-centered learning methods. These challenges resulted in a misalignment between the planned lesson plans and their implementation. The research concludes that improvements are necessary in pedagogical practices related to online learning. Efforts should be made to provide teachers with adequate instructional modules, enhance their digital literacy skills, and address the difficulties faced during the assessment process. By addressing these issues, it is expected that online learning experiences will become more effective and beneficial for both teachers and students.

Actions (login required)

View Item