Profile of Primary School Teachers View on Curriculum Changes: Case Studies on Implementing K-13 Curriculum in Primary Schools in Makassar, Indonesia

Abstract

The study aims to determine the description of the primary school teachers’ view of the curriculum change management, which emphasizes on implementing the K-13 curriculum. The study uses qualitative research methods with a case study approach. The use of a case study approach aimed to study more deeply about the teachers’ view of curriculum changes in elementary schools, which is reviewed from cognitive, affective, and conative aspects. The subjects of this study were 15 elementary school teachers. Data was collected using interview techniques with interview guidelines. Before further analyzing with inductive analytical techniques, the validity of obtained data is tested through the techniques of the source triangulation, technique, and timing. The result of this research show that elementary school teachers’ in Makassar have different views on the management of curriculum changes from KTSP to K13. In the cognitive aspect, elementary school teachers have distinct understandings and experiences on curriculum changes. This phenomenon leads to different attitudes and perceptions, which is directed to pro and contra towards the change of curriculum K13. The pros and cons happen among the teachers who often attend training and rarely attend training. Hence, the knowledge must be the grassroots of teachers’ attitudes to shape teachers’ attitudes in the cognitive aspect. Also, make the training as a change in teachers’ understanding. Besides, teachers also shall be shaped as a tutor for their colleagues within their school. In the teachers’ affective aspect, different views caused by the excitement and displeasure, beliefs and incertitude in the effectivity of learning implementation by using K-13 in the classroom. Meanwhile, on the conative aspect, the difference views happened due to the factor of teachers’ readiness in implementing K-13 and the teachers’ tendency to developing their competencies as educators. Therefore, mental readiness is tremendously needed for facing every government’s curriculum changes regulation.