ABSTRACT

KARINA NURWIJAYANTI: Implementation of Curriculum 2013 in Mathematics Teaching at

Junior High School in Lombok. Thesis. Yogyakarta: Graduate School, Yogyakarta State
University, 2017.

This study aims to describe the implentation of Curriculum 2013 in Mathematics teaching
at Junior High School in Lombok in terms of: (1) planning teaching; (2) implementaion of
teaching; (3) assesment of learning outcomes; (4) teachers’ knowledge; (5) teachers’ attitudes;
(6) training of Curriculum 2013; (7) facilities and infrastucture that support the implementation
of Curriculum 2013; and obstacle factor implementation of Curriculum 2013.
This study was an evalution research with quantitative approach as the primary method,
and qualitative method as the secondary method. The evaluation model used in this research was
discrepancy evalution model with three phases: standard analysis, description of the actual
performances in the fields, and comparison between the actual performances and established
standards. The study was conducted at 45 Junior High Schools consisted of 28 Non Pilot Project
Junior High Schools and 17 Pilot Project Junior High Schools in the second semester academic
year 2016/2017 in Lombok. The data collection was conducted by filling the questionnaire done
by teachers and students, observation of lesson plans, teaching process and facilities and
infrastructure, checklists of assessment documents, and interviews of obstacle factor
implementation of Curriculum 2013.
The results of study show that (1) the planning mathematics teaching in Non Pilot Project
Junior High School has not yet optimal which is in the sufficient category; (2) the planning
mathematics teaching in Pilot Project Junior High School has not yet optimal which is in the
sufficient category; (3) the implementation of teaching mathematics in Non Pilot Project Junior
High School has not yet optimal which is in the sufficient category; (4) the implementation of
teaching mathematics in Pilot Project Junior High School has not yet optimal which is in the
sufficient category; (5) the assessment of learning outcomes in Non Pilot Project has not yet
optimal which is ini sufficient category; (6) the assessment of learning outcomes in Pilot Project
has not yet optimal which is ini sufficient category; (7) teachers’ knowledge about Curriculum
2013 in Non Pilot Project and Pilot Project Junior High School are in sufficient category; (8)
teachers’ attitude towards the implementation of Curriculum 2013 in Non Pilot Project and Pilot
Project Junior High School is in sufficient category; (9) facilities and infrastucture that support
the implementation of Curriculum 2013 in Non Pilot Project and Pilot Project Junior High
School are ini sufficient category; (10) training of Curriculum has not yet optimal; (11) there are
obstacles in drawing up lesson plans, applying learning approaches, implementing lessons,
assessing learning outcomes and limiting facilities and infrastructure.

Keywords: implementation, mathematics, Curriculum 201