ABSTRAK
Tujuan penelitian ini adalah untuk memotret dan mendeskripsikan tentang (1) persepsi guru terhadap implementasi Kurikulum 2013 dalam pembelajaran sejarah di SMA Negeri 2 Aikmel, (2) implementasi Kurikulum 2013 dalam pembelajaran sejarah di SMA Negeri 2 Aikmel, (3) kendala yang dialami guru pada implementasi Kurikulum 2013 dalam pembelajaran sejarah di SMA Negeri 2 Aikmel, (4) upaya untuk mengatasi  kendala pada implementasi Kurikulum 2013 dalam  pembelajaran sejarah di SMA Negeri 2 Aikmel. Penelitian ini dilakukan pada tahun pelajaran 2014/2015 di SMA Negeri 2 Aikmel Kabupaten Lombok Timur.
Metode penelitian yang digunakan adalah metode kualitatif deskriftif, dengan studi kasus terpancang tunggal.Pengumpulan data dilakukan dengan wawancara mendalam, observasi, dan mencatat dokumen.Adapun informan dari penelitian ini adalah kepala sekolah, guru sejarah dan siswa.Teknik pengambilan sampel dilakukan dengan purposive sampling.Guna menjamin kemantapan dan kebenaran data yang dikumpulkan dilakukan validitas data, dalam penelitian dilakukan dengan teknik triangulasi sumber dan teknik triangulasi metode.Teknik analisis data menggunakan model analisis interaktif.
Hasil penelitian ini menyimpulkan bahwa (1) persepsi guru terhadap Kurikulum 2013 adalah cukup  bagus; (2) implememntasi Kurikulum 2013 dalam pembelajaran sejarah menyangkut (a) rencana pelaksanaan pembelajaran yang telah disusun belum semua merujuk pada Kurikulum  2013,(b) dalam pelaksanaan pembelajaran,sudah melaksanakan kegiatan pendahuluan, guru tidak menyampaikan indikator pencapaian kompetensi  dan tujuan pembelajaran, guru sudah menguasai materi yang diajarkan, guru kurang mempariasikan metode dan model-model pembelajaran, dan belum sepenuhnya menggunakan pendekatan saintifik, belum mengintegrasikan nilai-nilai kehidupan dalam pembelajarandan dalam kehidupan sehari-hari,  guru dan siswa belum mengggunakan media LCD danbelum menggunakan buku sumber Kurikulum 2013 dari pemerintah, guru sudah bertindak sebagai fasilitator, pembelajaran sudah berpusat pada siswa, sudah menggunakan bahasa yang benar,dan guru mengahiri pembelajaran dengan tidak efektif, (c) guru belum sepenuhnya melaksanakan penilaian proses dan hasil; (3) kendala yang dialami guru pada implementasi Kurikulum 2013 seperti, (a) guru belum sepenuhnya  paham Kurikulum 2013, (b) masih terbatasnya sarana dan prasarana yang mendukung seperti, ruang belajar, media LCD, buku sumber, dan lain-lain, (4) upaya yang dilakukan untuk mengatasi kendala yaitu (a) kurang pahamnya guru terhadap Kurikulum 2013 maka bagi guru yang sudah mengikuti pelatihan  memberi informasi pada guru yang belum mengikuti pelatihan, (b) kurangnya sarana dan prasarana seperti ruangan belajar, sekolah membangun lokal lagi, (c) kurangnya media LCD maka sekolah membeli secara bertahap, (c) terbatasnya buku sumber, siswa membeli buku LKS Kurikulum 2013, memanfaatkan buku KTSP, dan mengakses materi dari internet. Hasil penelitian ini diharapkan dapat menjadi bahan masukan bagi semua pihak yang terkait dalam upaya meningkatkan pelaksanaan pembelajaran sejarah.
Kata kunci : Kurikulum, Pembelajaran Sejarah, Sekolah Menengah Atas.
ABSTRACT
The objectives of this research are to describe: (1) the teachers’ perception on the implementation of the 2013 Curriculum in the History learning at State Senior Secondary School 2 of Aikmel; (2) the implementation of the 2013 Curriculum in the History learning at State Senior Secondary School 2 of Aikmel; (3) the constraints encountered by the teachers in  the implementation of the 2013 Curriculum in the History learning at State Senior Secondary School 2 of Aikmel; and (4) the efforts done to deal with the constraints in the implementation of the 2013 Curriculum in the History learning at State Senior Secondary School 2 of Aikmel.
This research was done at State Senior Secondary School 2 of Aikmel of Lombok Timur regency in Academic Year 2014/2015. It used the descriptive qualitative research method with the embedded single case strategy. The data of research were gathered through in-depth interview, observation, and document recording. The informants of research were Principal, History teachers, and students of the school. The samples of research were taken by using the purposive sampling technique. The data of research were validated by using the data source and data gathering method triangulations. They were then analyzed by using the interactive model of analysis.
The results of research are as follows: 1) The teachers’ perception on the implementation of the 2013 Curriculum is relatively good. 2) The implementation of the 2013 Curriculum in History learning includes the following: (a) the arranged learning implementation plan has not all referred to the 2013 Curriculum; (b) in the execution of the learning, the teachers start the class with introductory activities, the teachers do not explain the competency indicators to be fulfilled and the learning objectives to be achieved, the teachers master the material that they have instructed, the teachers use less varied learning methods and models, the teachers have not used the scientific approach, the teachers have not integrated the daily life values into the learning, and have not correlated the learning to the daily life, the teachers and students have not used the LCD media in the learning process, they have not used the source book of the 2013 Curriculum from the government, the teachers have acted as facilitators, the learning process has been a student-centered, and the teachers and students have used the appropriate language during the learning process; and (c) the teachers have not fully implemented the process and product evaluation. 3) The constraints encountered by the teachers in the implementation of the 2013 Curriculum are as follows: (a) the teachers have not fully understood the 2013 Curriculum; (b) the facilities and infrastructures such as source books, LCD media, and classrooms are limited. 4)  The efforts done to deal with the constraints are as follows: (a) the teachers who have joined the training disseminate the results of the training to the other teachers who have never attended the training (b) to deal with the lack of facilities and infrastructures, the school must build more classrooms and strive to provide the others; and (c) the source books are limitedly available, and therefore the students have to buy the student’s worksheet of the 2013 Curriculum, utilize the books of the School-Based Curriculum, and access the learning material through internet, and the school strives to buy new LCDs. The results of research are expected to be inputs for all related parties in an attempt to improve the implementation of History learning at Senior Secondary School
Keywords: Curriculum, History Learning, and Senior Secondary School