Emancipated curriculum implementation: English teachers' difficulties in arranging flow of learning objectives at Asy-Syafa'ah Vocational High School

Asror, Anika Hikamul (2024) Emancipated curriculum implementation: English teachers' difficulties in arranging flow of learning objectives at Asy-Syafa'ah Vocational High School. Undergraduate thesis, State Islamic University of Kiai Haji Achmad Siddiq Jember.

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Abstract

Emancipated Curriculum principle of giving freedom for teachers in conducting teaching and learning in the classroom, teachers of all subjects including English are expectedly able to create their own Flow of Learning Objectives to achieve several elements of Learning Outcome. Meanwhile, the process of arranging the Flow of Learning Objectives by teachers is not as well as expected, there are still several difficulties faced by teachers in arranging their own Flow of Learning Objectives.

Hence, this current research aimed to specifically discuss English teachers’ difficulties in arranging Flow of Learning Objectives set by following research questions; 1) what are the difficulties faced by English teachers in arranging Flow of Learning Objectives at Asy-Syafa’ah Vocational High School?, 2) what are the aspects that determine English teachers’ difficulties in arranging Flow of Learning Objectives at Asy-Syafa’ah Vocational High School?, and 3) what are the solutions to overcome English teachers’ difficulties in arranging Flow of Learning Objectives at Asy-Syafa’ah Vocational High School?

The research used qualitative approach and descriptive design. The research subjects of this research were 2 English teachers and the headmaster of the school. The used data collection techniques were interview, observation, and documents review. The researcher then analyzed it with data condensation, data display, and drawing or verifying conclusions. The data validity used the data source and technique triangulation.

The obtained results of this research conveyed that; 1) English teachers’ difficulties in arranging Flow of Learning Objectives include: a) the low comprehension of English teachers on the new implemented curriculum, and b) the lack of supporting learning conditions and environments. 2) The aspects that determine English teachers’ difficulties were: a) the lack of training in the implementation of Emancipated Curriculum, and b) the limited budgets owned by the schools to provide better facilities and infrastructures. 3) the solutions to overcome English teachers’ difficulties cover: a) teachers’ self-initiative to independently learn the Emancipated Curriculum, b) teachers’ self-initiative to share their understanding about the Emancipated Curriculum, c) the school gives full support for the teachers to understand more about the new curriculum by sending them to trainings, workshops, and seminars about Emancipated Curriculum, and d) the school keeps maximizing the money usage given by the government by focusing on repairing and preparing better facilities and infrastructures.

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