This study investigated classroom management, the implementation process and problems experienced by teachers in Indonesian schools in accordance with the latest 2013 Indonesian curriculum (K-13). This study was a mix-method study with a sequential exploratory approach. The main data were obtained qualitatively from thirty interview sessions with 15 teachers followed by quantitative data collection, survey with 452 teachers. The sites of the study were fifteen national senior high schools of one province located in the southern part of Indonesia. To assess the trustworthiness or reliability and validity of the study, we did triangulation, member checking and reflexivity in the qualitative phase and content validity and measured the survey Cronbach Alpha in the quantitative phase. The findings informed teaching standards, rules and procedures, classroom condition and situation, and timetable or schedule as the theme of the study in relation to the implementation process of K-13 in the research sites. Problems such as large class, teachers’ lack of technology competence, and schools’ lack of facilities as well as lack of discipline were elaborated. Furthermore, policy recommendations are proposed based on the findings of the study.
Bu çalışmada, Endonezya okullarındaki öğretmenlerin 2013 yılında getirilen son müfredat (K-13) ile bağlantılı olarak deneyimledikleri sınıf yönetimi, uygulama süreci ve sorunlar araştırıldı. Bu çalışma, sıralı keşif yaklaşımı ile yapılan karma bir çalışmadır. Çalışmanın verileri, 15 öğretmen ile yürütülen otuz görüşme sonucunda nitel ve ardından 452 öğretmenle yapılan anket çalışmasıyla nicel olarak elde edilmiştir. Çalışmaya Endonezya'nın güney kesiminde bulunan bir ildeki on beş lisenin öğretmenleri katılmıştır. Çalışmanın güvenilirliğini ve geçerliliğini sağlamak için nitel ve nicel evrelerde veri çeşitlemesi, üye denetimi, farkındalık, içerik analizi ve Cronbach Alpha gibi yöntemler kullanılmıştır. Bulgular, K-13'ün uygulanma sürecine ilişkin olarak araştırmanın yürütüldüğü okullardaki öğretim standart, kural ve prosedürleri, sınıf koşul ve durumları, ders çizelgesi veya programı gibi çalışmanın temasını oluşturan durumlarla ilgili bilgiler vermektedir. Bulgularla açığa çıkan kalabalık sınıflar, öğretmenlerin teknolojik yetersizlikleri, okullardaki tesis eksiklikleri ve disiplin eksiklikleri gibi sorunlar tartışılmıştır. Ayrıca, çalışmanın bulgularına dayanarak eğitim politikası önerileri sunulmuştur.
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