PERCEPTION OF TEACHER PPKN ABOUT THE DYNAMICS OF THE CIVIC EDUCATION CURRICULUM IN REFORMATION IN JUNIOR HIGH SCHOOL IN THE SUBDISTRICT OF SLEMAN

Abstract

ABSTRACT

This study aims to describe the perceptions of teachers PPKn Subdistrict of Sleman about Civic Education curriculum on the dynamics of the Reformation in terms of name, objectives, content, methods and assessment.

This research is descriptive research using qualitative approach. In choosing the subject using a purposive technique. The subject in this study as many as six teachers PPKn in junior high school Subdistrict of Sleman which already meets the criteria of minimal teaching since 1998. Using data collection techniques interviews and documentation. Techniques of examination of the validity of the data using the cross check. Data analysis was done with the logic of inductive approach.

The results of the study describe, perceptions of teachers PPKn of dynamics of Civic Education curriculum in the Reformation in terms of its name, objectives, content, methods and assessment are: 1) the change of name is described in the category of fickle adjusting political system and name change became more elaborate. The pattern that emerged following the name change of the political system, for the year 1999 with the name PPKn, the year 2004 up to the year 2006 using the name PKn, then in 2013 become PPKn. 2) changes the purpose described in the category of change and no changes. The patterns that emerge there is no change in the curriculum objectives year 1999 the year of 2004, the year of 2006 and the year of 2013 because the goal is almost the same, namely to form good citizens. 3) material changes described in the category material adapts to the political system, changes are made to the material and the material is almost the same. The pattern that emerges is no material changes on PPKn year 1999 about the moral aspects more while PKn years 2004 and 2006 contain the material attempt while PPKn the year 2013 includes between Civics and Citizenship Education. 4) change the method described in the category there is a change of methods and methods are more developed. The pattern appears in the curriculum methods years 1999, 2004 and 2006 method used more speaking engagements while in 2013 more methods developed curriculum so that students and teachers as facilitators. 5) change the assessment described in the category of simple assessment, valuation and more easy and complicated. The pattern appears in the curriculum assessment year 1999, in 2004 and in 2006 more simple because only knowledge and attitudes while in 2013 curriculum more because there is an assessment of knowledge, attitudes and skills.

Keywords: teacher PPKn, Civic Education Curriculum