Since the beginning of 2015, national exams in Indonesia are no longer used as graduation standard. This policy was made because of negative effects of this standardised test toward educational system in Indonesia. One of the effects is the teaching method used by teacher that rely on memorisation and drill practice. The aim of this study is to see whether this new policy has an impact in teaching learning process in mathematics classroom. The samples of this study were 17 mathematics teachers from six different provinces in Indonesia. Before this policy issued, 12 teachers use conventional learning, while five teachers use unconventional learning method such as problem solving, open ended problems, and contextual learning. The results of questionnaire reveal that from 12 teachers who use conventional method, only two teachers that change their teaching method after the new policy about national exams released. It means that 83% of teachers who use conventional learning keep using the same method even after the new policy issued. Easy in the implementation and easy to understand by students are the main reasons of teacher decision to keep implementing this method. This finding shows that the changing of intended curriculum by government as decision maker is not followed by the changing of implemented curriculum-pedagogy- by teachers. Based on the result of this study, the recommendation are given to incorporate the vision and mission of government and teachers in order to reach the desired goal as well as for doing further research on this issue.
Miftahul Hidayah, Monash University, Australia
Stream: Conflicting perspectives in learning and teaching
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