Evaluation of the 2013 Curriculum Implementation for Physical Education Learning in Madrasah Ibtidaiyah, Wonogiri District Year 2019/2020

• Main Authors: Sandi Rahardyan, Siswandari Siswandari, Sapta Kunta Purnama
• Format: Article
• Language: English
• Published: International journal of multicultural and multireligious understanding 2020-12-01
• Series: International Journal of Multicultural and Multireligious Understanding
• Subjects: condition of students; condition of teacher; condition of facilities and infrastructure; understanding of curriculum; lesson plan; implementation of assessment; result of assessment
• Online Access: https://ijmmu.com/index.php/ijmmu/article/view/2230

The purpose of this study is to determine (1) the condition of students in the implementation of the 2013 curriculum. (2) The condition of teachers who teach in implementing the 2013 curriculum. (3) The conditions of facilities and infrastructure in implementing the 2013 curriculum. (4) Understanding of sports teachers towards 2013 curriculum. (5) Learning planning prepared by the teacher in the implementation of the 2013 curriculum. (6) Implementation of sports learning activities in the implementation of the 2013 curriculum (7) Implementation of sports assessments in curriculum implementation. And (8) The results of authentic assessment which include aspects of attitudes, knowledge, and skills in the implementation of the 2013 curriculum for class IV Madrasah Ibtidaiyah Wonogiri District for the 2019/2020 school year. This study uses the curriculum evaluation method by the Stake's Countenance Model Evaluation Model. The use of this kind of evaluation model based on making judgments about the program being evaluated as well as easy to categorize data based on three stages antecedent, transaction, and outcomes. As for technique of collecting data uses evaluative technique by using techniques of inquiry, observation, and documentation. From the research results, it can be concluded that: 1. Antecedent stage (Introduction) (a). The condition of students, seen from the aspect of readiness to take part in lessons and activeness during learning, was not fully yet in accordance with the standard with a percentage of 51.88% and in the sufficient category (b). The condition of the teacher, seen from the aspects of academic qualifications, pedagogic competence, personal competence, social competence, and professional competence, is not fully in accordance with the standard with a percentage of 54.5%, and is in the sufficient category (c). The condition of the facilities and infrastructure, seen from the classrooms and their accessories, the library room, and the props / media in the laboratory are categorized as sufficient with a percentage of 60% (d). The teacher's understanding of the curriculum was not fully in accordance with the standard with a percentage of 54.5% (e). The condition of the lesson planning was not fully in accordance with the standard with a percentage of 72.7%, but it was in the good category. 2. Phase transaction. (A). The implementation of scientific-based integrative thematic learning is in a good category with a percentage of 72.7%. (B). The implementation of authentic assessment has not been fully in accordance with the standard with a percentage of 54.5% and in the sufficient category. (3). Outcomes stage is the result of authentic assessment that has met the standard and is very good category with a percentage of 100%.