In relatively poor schools, in which school facilities and human resources are limited, people rarely expect to find high National Examination (UASBN in Indonesia) test scores. Rimpang Elementary School was an exception. This study focused on studying this anomaly. A main research question: “What factors explain the unusual UASBN performance of a relatively poor elementary school?” and four sub-research questions related to the School-Level Curriculum (KTSP) and the National Examination (UASBN) were generated in order to holistically explain this phenomenon.
In order to respond to those questions, the research method used Grounded Theory. The data collected from documents, interviews, reflective journal and field notes, and classroom observation were processed through initial coding, focused coding, theoretical coding, and memo writing.
The study indicated that in Rimpang Elementary School, the teaching performances of classroom teachers played an important role in enabling the students to obtain relatively high scores in the UASBN. However, instead of validating the unusual UASBN performance of a relatively poor elementary school, the study of the curriculum transfer process uncovered inconsistency between the KTSP and the UASBN. The study showed that during the curriculum transfer process, a number of significant ideas were left out. In addition, the study revealed that as a measure, the UASBN lacked test validity.
This study suggested that educational practitioners should be able to pin down the terms of reference in the curriculum transfer process in order to reduce misunderstanding. To do so, they should equip them with strategies to implement ideas into practice, including the strategies to embed pedagogical theories within the curriculum.
|Department:||Curriculum and Instruction|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Keywords:||Decentralization of education, Elementary education, Indonesian education system, Kurikulum tingkat satuan pendidikan, Rural education, School-level curriculum|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be