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Manajemen Kurikulum Pendidikan Pancasila dan Kewarganegaraan jenjang Pendidikan Menengah di Lingkungan Kemdikbud dan Kemenag Provinsi Jawa Tengah (Studi pada 3 SMA dan 3 MA di Kabupaten Klaten, Kabupaten Sukoharjo dan Kota Surakarta Provinsi Jawa Tengah)
Curriculum management problems in Senior High Schools and Islamic Senior High Schools, especially in Pancasila and Civic Education, including planning, organizing, implementing, and controlling. This study aimed to describe and investigate the management of Pancasila and Civic Education curriculum in secondary education within the Ministry of Education, Culture, Research, and Technology and the Ministry of Religious Affairs of Central Java Province, including planning, organizing, implementing, and controlling. This study used a qualitative methodology and a double exploratory case study design. Principals or vice principals for curriculum, teacher, and students from Klaten Public Senior High School 1, Klaten Public Islamic Senior High School 1, Sukoharjo Public Senior High School 2, Sukoharjo Public Islamic Senior High School 1 participated in the study. Interviews, observations, and documents were used to collect data for research. The method of data analysis employed the Miles and Huberman flow model. Data triangulation ensures data validity. The study results indicate that each school’s curriculum management for Pancasila and Civic Education has different stages and formats. In addition, the implementation of the Pancasila and Civic Education curriculum in Senior High School is governed by the academic calendar published by the Education Office of the Central Java Provincial Government. In the meantime, Islamic Senior High School refers to the academic calander issued by the Directorate of Islamic Education. However, both Senior High Schools and Islamic Senior High Schools follow the same Pancasila and Civic Education curriculum management pattern. The national curriculum guides the schools equally. Details of the Pancasila and Civic Education curriculum management stages in Senior High Schools and Islamic Senior High Schools include (1) planning, which comprises (a) compiling a work plan, involving analyzing national curriculum documents, compiling a school education calendar, compiling annual program details, semester program details, syllabus, assessment plans, and reporting learning outcomes; (b) compiling and developing a learning implementation plan, and (c) the drafting process involves several parties. (2) organizing, which includes (a) determining the team; (b) scheduling; (c) task division; (d) resource allocation; and (e) component synergy. (3) Implementation includes (a) annual program implementation; (b) semester program implementation; (c) learning implementation; (d) learning resource determination; (e) media and tool selection; and (f) model determination. (4) controlling, which includes: (a) determining the suitability of the work plan, learning plan, development, the party preparing it, and its implementation; (b) determining the final results attained by students, and (c) evaluating and following up.
Manajemen Pendidikan, Fakultas Ilmu Pendidikan
Manajemen Kurikulum Pendidikan Pancasila dan Kewarganegaraan jenjang Pendidikan Menengah di Lingkungan Kemdikbud dan Kemenag Provinsi Jawa Tengah (Studi pada 3 SMA dan 3 MA di Kabupaten Klaten, Kabupaten Sukoharjo dan Kota Surakarta Provinsi Jawa Tengah) (Text)
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Manajemen Pendidikan