Betty. 2015. Learning to write short stories based on the 2013 curriculum in junior high schools. Thesis. Indonesian Language Education Department, State University of Malang Postgraduate Program. Advisor: (I) Dr. Hj. Yuni Pratiwi, M.Pd., (II) Prof. Dr. Heri Suwignyo, M.Pd.
Keywords: learning to write short stories, 2013 curriculum, scientific approach
Learning to write short stories based on the 2013 Curriculum emphasizes a scientific approach. The purpose of this study was to describe learning to write short stories based on the 2013 curriculum in junior high schools in the aspects of planning, implementation, evaluation, difficulties faced by teachers, and the efforts made by teachers in overcoming these difficulties.
This study uses a qualitative approach with a phenomenological perspective. Researchers are the main tools in collecting and analyzing data. The data sources of this research are textbooks, teaching and learning activities, and teachers. Data analysis was performed using a multisite data analysis model. Checking the validity of the findings is carried out by checking the validity of the data through a credibility test and a transferability test.
The results of the study indicate the following. (1) The teacher does not translate the lesson plan into the lesson plan. (2) Learning activities are carried out by referring to textbooks Indonesian Language Forum for Knowledge Class VII. Some of the scientific steps seem to be applied in the learning process. The learning media used is a blackboard. Material development applies some stages of creative writing. In this development there is material that is not relevant to the syllabus. (3) In teacher evaluation activities using assessment tools in some assessment activities. (4) In this lesson the teacher faces various difficulties. The most basic difficulty is that teachers cannot fully understand the 2013 Curriculum. This condition causes various difficulties. (5) The teacher has made efforts to deal with the difficulties he has encountered, but these efforts are only an alternative effort. Teachers need encouragement and help from other parties, to seek solutions that touch the main problem directly.
Based on the research results, it is concluded that the absence of lesson plans in the learning process has implications for the quality of learning. The learning steps are carried out spontaneously according to the teacher's improvisation. Evaluation of students' work in the form of plagiarism gets a high score. Difficulties stemming from the teachers' low understanding of the 2013 Curriculum imply that the implemented curriculum training has not been able to provide sufficient understanding. To overcome these difficulties teachers need help to improve understanding and ability to carry out learning based on the 2013 Curriculum.